o 
>- 


ATURAL 


READ 


TRUCTION 


NATURAL   READING 

MANUAL  OF  INSTRUCTION 

(FOR  TEACHERS) 


PRESENTING  A  PERFECTLY  NATURAL  AND  SYSTEMATIC  METHOD 
OF  TEACHING  READING  TO  PRIMARY  CHILDREN,  WITHOUT 
THE  USE  OF  DIACRITICAL  MARKS,  AND   INCLUDING 
COMPLETE  SETS  OF  PHONETIC  PARTS,  WORDS 
AND  SENTENCES  ARRANGED  IN  PROPER 
SEQUENCE  FOR  BOTH  DEVELOP- 
MENT   AND    DRILL 


BY 


LEW  A.  BALL 

INSTRUCTOR,  PRIMARY  GRADES,  OAKLAND  SCHOOL  DEPARTMENT 
OAKLAND,  CALIFORNIA 


GINN  &   COMPANY 

BOSTON  •  NEW  YORK  -  CHICAGO  •  LONDON 


COPYRIGHT,  1906,  BY 
LEW  A.  BALL 


ALL  RIGHTS   RESERVED 


Y 
*' 


GINN  &   COMPANY  •  PRO- 
PRIETORS •  BOSTON  •  U.S.A. 


PEEFACE 

The  Natural  Reading  is  a  combination  of  the  sentence,  word, 
and  phonetic  methods.  Beginning  with- short  sentences,  which 
keenly  interest  the  child,  through  the  vividness  of  their  content, 
it  leads  first  to  the  recognition  of  the  separate  words,  then  to 
the  recognition  of  the  phonetic  parts  of  these  words,  through  a 
natural  order  of  analysis.  No  diacritical  marks  or  other  arti- 
ficial devices  are  used  in  the  teaching  of  the  phonetic  parts. 
Continuing,  this  method  gives  the  child  power  to  read  new 
words  containing  a  recombination  of  these  phonetic  parts. 

Definite  instructions  for  the  carrying  on  of  the  work  by  the 
teacher  are  given  in  the  manual.  The  accompanying  primer1 
is  the  first  book  to  be  read  by  the  children.  It  contains  only 
the  application  of  the  work,  as  this  work  develops  consistently 
under  the  guidance  of  the  manual,  all  mechanical  drill  being 
reserved  for  the  blackboard. 

The  principles  developed  in  this  manual  were  worked  out  in 
the  Oakland  School  Department  before  being  put  into  final 
shape.  In  this  connection  the  author  begs  leave  to  acknowl- 
edge her  indebtedness  to  Professor  T.  L.  Heaton,  Department  of 
Education,  University  of  California,  for  much  direction  in  the 
preparation  of  this  manual;  to  Professor  Elwood  P.  Cubberley, 
Department  of  Education,  Stanford  University,  for  the  initial 
encouragement  which  led  to  the  undertaking  of  this  work ;  and 
to  Professor  Henry  Suzzallo,  Lecturer  in  Education,  Teachers 
College,  Columbia  University,  for  valuable  criticisms  on  the 
method  and  material  here  presented. 

*  The  Natural  Reading  Primer, 
lii 

f\    ^ 


CONTENTS 


PART  I 

PAGE 

PRELIMINARY  BLACKBOARD  WORK  .  ...       1 


PART  II 
BLACKBOARD  WORK  AND  PRIMER 19 

PART  III 
BLACKBOARD  WORK  AND  SUPPLEMENTARY  READING 51 

APPENDIX 

BLACKBOARD  WORK  ARRANGED    FOR    CYR'S   PRIMER   AND    FIRST 

READER  67 


INTRODUCTION 

The  Natural  Reading  aims  to  teach  the  youngest  children  to 
read  by  the  natural  method  used  by  both  children  and  adults,— 
the  method  of  recognizing  the  sound  of  new  words  by  their  form 
similarity  to  those  they  already  know. 

The  children  are  therefore  taught  a  variety  of  sight  words 
in  groups  of  sentences,  so  as  to  make  the  words  learned  a  real 
expression  of  thought. 

These  sight  words  contain,  with  sufficient  repetition,  the  im- 
portant phonetic  parts  that  the  child  requires  for  the  recognition 
of  the  new  words  to  be  found  in  the  first  five  months'  reading. 

All  the  phonetic  parts,  as  found  in  the  consonants,  are  taught 
at  the  outset  by  natural  phonic  analysis  of  the  sight  words,  and 
not  by  any  merely  artificial  device.  All  the  more  important 
phonetic  parts,  as  found  in  the  sound  groups,  are  also  taught 
at  the  very  beginning.  Later,  less  important  sound  groups  are 
introduced  from  time  to  time,  as  the  expanding  reading  vocabu- 
lary of  the  children  demands. 

The  method  of  development  and  drill  is  perfectly  simple. 
The  teacher  has  only  one  line  of  work  to  teach  at  a  given  time. 

The  different  lines  of  work  follow  in  perfect  sequence,  com- 
plete sets  of  material  being  provided  at  every  point. 


vi  INTRODUCTION 

The  steps  in  teaching  beginners  to  read  are  as  follows : 

First  Step .    Sentence  reading  from  blackboard. 

Second  Step.    Separating  the  sentences  into  words. 

Third  Step.  Separating  the  words  into  their  phonetic  parts  (consonant 
sounds). 

Fourth  Step.  Separating  the  words  into  their  phonetic  parts  (sound 
groups). 

Fifth  Step.    Recombining  the  derived  phonetic  parts  into  new  words. 

Sixth  Step.    Drill  words  and  drill  sentences. 

Seventh  Step.   Teaching  new  phonetic  parts  (additional  sound  groups). 

The  following  manual  in  three  parts  provides  for  one  year's 
work,  as  follows : 

Part  I.    Preliminary  Blackboard  Work.   )       First 
Part  II.    Blackboard  Work  and  Primer.  )   half  year. 

Part  III.    Blackboard  Work  and  Supple-  )      Second 
mentary  Reading.  )   half  year. 


PAET  I 

PRELIMINARY  BLACKBOARD  WORK 
FIRST  HALF  YEAR 


PAET  I 


DIRECTIONS 

In  teaching  the  Natural  Reading,  no  material  departure  from 
the  following  plan  should  be  made. 

FIRST  STEP.    SENTENCE  READING  FROM  BLACKBOARD 

Prepare  for  these  lessons  by  collecting  the  various  objects 
mentioned  in  the  reading  sentences.  If  not  able  to  get  the  toys, 
substitute  pictures. 

1.  Take  in  your  hand  an  object,  for  example,  the  top.  Place 
upon  the  blackboard  the  sentence,  /  have  a  top.1  Read  the  sen- 
tence to  the  children.  Give  the  top  to  a  child  and  let  him  read 
the  sentence,  while  he  places  the  pointer  upon  the  blackboard 
sentence  at  the  same  time.  Repeat  with  several  children  in  turn. 

Erase  this  sentence ;  take  another  object,  the  ball,  and  place 
upon  the  blackboard,  I  have  a  ball.  Proceed  as  with  the  former 
sentence. 

In  this  way  teach  in  turn  each  sentence  in  the  first  group  of  the 
sight  sentences  on  page  4,  reviewing  meanwhile  all  that  have 
been  presented.  Have  but  one  sentence  at  a  time  on  the  black- 
board until  each  is  learned.  Then  group  the  sentences  in  various 
ways  and  have  them  read,  the  child  holding  the  object  as  he  reads. 

1  The  author  prefers  to  use  print  only  for  these  early  blackboard  reading 
lessons,  but  there  is  nothing  in  the  arrangement  of  the  book  to  prevent  those 
teachers  who  wish  from  using  script. 

3 


4  NATURAL  READING 

2.  Place  upon  the  blackboard  the  sentence,  /  can  run,  from 
the  second  group.  Read  it  to  the  children.  Let  a  child  perform  the 
action,  and  then  read  the  sentence.    Erase ;  write  /  can  jump, 
and  continue  as  with  lean  run.    In  this  way  complete  the  group 
of  action  sentences. 

3.  Each  group  of  the  sight  sentences  should  be  developed  in 
a  similar  manner.    Use  colored  crayon  in  teaching  the   color 
sentences. 

NOTE.  Action,  object,  and  picture  work  should  be  utilized  throughout  the 
first  year's  instruction  in  reading,  (1)  to  give  the  child  the  meaning  of 
the  reading,  and  (2)  to  give  the  teacher  a  means  of  testing  whether  or  not 
the  children  have  the  meaning  as  they  read.  Especially  can  the  illustra- 
tions in  Primer  and  First  Reader  be  used  for  these  purposes.  The  teacher 
may  even  supplement  the  reading  with  other  pictures. 


Sight 

Sentences 

I  have  a  ball. 

I  have  a  book. 

I  have  a  top. 
I  have  a  box. 
I  have  a  doll. 

I  have  a  chair. 
I  have  a  cup. 
I  have  a  nut. 

I  can  run. 

I  can  walk. 

I  can  jump. 
I  can  play. 
I  can  play  with  you. 
I  can  catch  a  fish. 

I  can  read. 
I  can  sing. 
I  can  sit  in  a  chair. 
I  can  make  a  cake. 

I  can  catch  you. 

We  have  a  horse.  We  have  a  cat. 

We  have  a  cow.  We  have  a  kitten. 

We  have  a  dog.  We  have  a  hen. 


MANUAL  FOR  TEACHERS 

We  can  make  a  cake.  We  can  jump  rope. 

We  can  play  seesaw.  I  can  ride  a  horse. 

We  can  ride  on  the  car.  I  can  catch  a  ball. 

I  can  read  a  book.  We  can  play  ball. 

We  can  play  top. 

Can  you  run  ?  Can  you  jump  ? 

Can  you  jump  rope  ?  Can  you  catch  a  fish? 

I  see  a  girl.  I  see  a  chair. 

I  see  a  violet.  I  see  the  nut. 

I  see  the  clock.  I  see  the  broom. 

I  see  the  sun.  I  see  you. 

I  saw  a  ship.  I  saw  a  bird. 

I  saw  the  moon.  I  saw  the  car. 

I  saw  some  ice.  I  saw  a  violet. 

I  saw  a  kitten.  I  saw  a  fish. 

I  saw  papa.  I  saw  the  baby. 

We  saw  some  cows.  I  saw  you. 

I  saw  some  ships.  We  saw  some  kittens. 

I  saw  a  nest.  We  saw  some  violets. 

A  big  dog.  ,  A  big  cow.  A  big  doll. 

A  little  baby.  A  little  kitten.  A  little  bird. 

A  little  fish.  A  big  ship.  A  little  boy. 

A  big  cake.  A  big  moon.  A  little  girl. 

My  kitten  is  little.  My  dog  is  big. 

We  have  a  little  baby.  I  saw  a  little  fish. 

I  see  a  big  doll.  I  have  a  little  box. 

We  have  a  big  tree.  See  the  big  clock. 

I  am  big.  Baby  is  little. 


6  NATURAL  BEADING 

A  green  tree.  A  yellow  bird.  A  black  dog. 

The  red  box.  The  pink  ball.  A  white  ship. 

My  red  book.  The  white  cat.  The  black  kitten. 

A  green  top.  A  black  horse.  The  white  cow. 

I  see  a  green  tree.  See  the  red  book. 

We  have  a  white  horse.  I  saw  a  white  ship. 

My  kitten  is  white.  Have  you  a  black  cat  ? 

Have  you  a  red  book?  Have  you  a  pink  ball? 

Papa  has  a  cane.  Mamma  has  a  book. 

Baby  has  a  kitten.  Mamma  has  a  bird. 

Baby  has  a  ball.  Papa  has  a  horse. 

Baby's  kitten.  I  see  mamma's  clock.  Papa's  book. 

Mamma's  violet.  Papa's  horse.  Baby's  doll. 

See  baby's  cat.  Mamma's  chair.  This  is  baby's  doll. 

This  is  papa's  cane.  See  mamma's  bird.  This  is  papa's  dog. 

A  horse  and  a  cow.  My  dog  is  black  and  white. 

A  book  and  a  cup.  A  girl  and  a  boy. 

A  tree  and  a  bird.  Baby  and  her  kitten. 

Some  trees  and  some  violets.  Papa  and  baby. 

The  sun  and  the  moon.  Baby  and  mamma. 

A  cat  and  some  kittens.  The  ball  and  the  doll. 
Some  boys  and  some  girls. 

I  love  mamma.  I  love  papa.  I  love  you. 

Mamma  loves  baby.  Papa  loves  baby. 

Baby  loves  her  kitten.  Baby  loves  her  doll. 


MANUAL  FOR  TEACHERS 

Put  the  ball  on  the  chair.  Mamma  has  a  pet  bird. 

Put  the  top  in  the  box.  Papa  has  a  pet  dog. 

Put  the  violet  by  the  book.  We  have  a  horse. 

Put  the  cake  with  the  ball.  Put  the  ball  or  the  nut 

Put  the  cane  by  the  chair.  in  the  box. 

Put  the  nut  in  the  box.  Put  the  violet  or  the  top 

Grace  has  a  pet  cat.  with  the  ball. 
Baby  has  a  pet  kitten. 


SECOND  STEP.    SEPARATING  THE  SENTENCES  INTO  WORDS 

Place  upon  the  blackboard  in  a  vertical  row  several  I  have 
sentences.  Let  the  children  read  them.  Then  erase  /  have,  I 
have,  I  have,  leaving  a  ball,  a  top,  a  nut.  Then  erase  a,  leaving 
the  single  word  ball,  top,  nut.  Retain  these  words  for  daily  drill. 
Also  place  each  one  on  a  separate  sheet  of  stiff  paper  to  hold 
before  the  children,  rearranging  their  order  from  day  to  day. 

Again,  place  several  I  have  sentences  on  the  blackboard  and 
erase  a  ball,  a  book,  a  top,  leaving  I  have,  I  have,  I  have.  It  is 
well  to  retain  this  as  it  stands,  I  have,  for  daily  review,  in 
addition  to  placing  the  separate  words  I  and  have  in  the  list 
of  words. 

Continue  in  this  way  until  the  list  of  sight  words1  is  complete. 

It  is  important  that  these  words  be  so  thoroughly  learned  that 
there  can  be  no  hesitation  nor  doubt,  for  upon  the  child's  recog- 
nition of  these  words  depend  the  ease  and  success  of  the  next 
step, — the  derivation  of  phonetic  parts.  The  child  will  have  no 
difficulty  in  retaining  these  phonetic  parts  if  he  knows  definitely 
the  words  from  which  they  are  derived. 

1  See  page  8. 


NATURAL  READING 


am 

and 

ball 

book 

box 

boy 

bird 

big 

t>y 

cat 

cane 

cake 

car 

cup 

cow 

can 


catch 

doll 

dog 

fish 

girl 

hen 

horse 

her 

in 

ice 

jump 

kitten 

little 

moon 

make 

my 


Sight  Words 

nest 

nut 

on 

pink 

pet 

rope 

run 

read 

ride 

red 

sun 

see 

saw 

sit 

sing 

top 


or 

violet 

walk 

yellow 

ship 

chair 

white 

this 

broom 

black 

clock 

Grace 

green 

play 

tree 


a 

baby 

have 

has 

I 

is 

love 

mamma 

papa 

put 

some 

the 

we 

with 

you 


THIRD  STEP.   SEPARATING  THE  WORDS  INTO  THEIR 
PHONETIC  PARTS  (consonant  sounds) 

1.  Place  on  the  blackboard  the  word  sun.  As  the  children 
watch  your  lips,  pronounce  the  word  sun,  prolonging  slightly 
and  making  prominent  the  sound  s. 

Have  the  children  tell  what  sound  comes  first  in  speaking 
the  word. 

Erase  un  from  the  word  on  the  blackboard,  leaving  only  *, 
and  let  the  children  make  the  sound. 


MANUAL  FOR  TEACHERS 


9 


Place  sing  on  the  blackboard,  proceed  as  with  sun,  erasing 
ing  and  leaving  only  the  sound  *. 

Continue  with  see,  saw,  and  sit,  erasing  ee,  aw,  and  it. 

2.  Write  the  word  run.  Pronounce  as  the  children  watch, 
making  prominent  the  sound  r.  Erase  un,  leaving  r,  and  give 
rope,  read,  ride,  red,  one  at  a  time,  erasing  ope,  ead,  ide,  ed. 

The  danger  lies  in  giving  to  these  separate  consonant  elements 
sounds  which  they  do  not  possess.  Properly  speaking,  some  of 
them  have  no  sound  until  followed  by  another  letter,  usually  a 
vowel.  When  given  alone  they  should  be  expressed  by  a  breath 
only,  with  lips  and  tongue  in  position. 

No  loud  explosive  sound  should  be  permitted. 

Continue  the  plan  of  teaching  the  consonant  sounds  in  the 
following  order. 


c  in 
b  " 

m  " 

h  « 

t  " 

d  " 

n  " 

P  " 
f  " 

g  " 
1  « 

k  « 


cat,  cane,  cake,  car, 
cup,  cow,  can,  catch 

ball,    book,  box, 
boy,  bird,  by,  big 

moon,  make,  my 

hen,  horse,  her 

top 

doll,  dog 

nest,  nut 

pink,  pet 

fish 

girl 

little 

kitten 


w 


j  in  jump 
v  "  violet 
walk 
yellow 
ship 
"  chair 
"  white 
"  this 
"  black 
"  broom 
"  clock 


y  ' 

sh  " 
ch 
wh 
th 
bl 
br 
cl 


gr  "   green 
pi  "  play 
tr  "  tree 


10  NATURAL   READING 

FOURTH  STEP.    SEPARATING  WORDS  INTO  THEIR  PHONETIC 
PARTS  (sound  groups) 

Place  upon  the  blackboard  the  word  sun.  Erase  s,  leaving 
un.  Tell, the  children  what  it  is,  and  let  them  pronounce  it. 
This  phonetic  part  must  remain  as  it  is,  —  un ;  it  must  not  be 
separated  further  into  u  and  n.  Repeat  with  run,  separating  it 
into  r  and  un. 

Write  cake  ;  erase  c,  leaving  alee.  Tell  the  children  dke,  and 
do  not  separate  further.  Repeat  with  make,  separating  it  into 
m  and  ake. 

Retain  these  new  phonetic  parts,  un  and  ake,  for  daily  drill. 

Continue  with  the  following  sight  words,  erasing  the  initial 
consonants  and  retaining  the  part  that  remains  as  a  phonetic 
part. 

sun  cane  pink  clock 

cake  moon  pet  (Trace 

6all  ride  dog  play 

book  see  car  5ird 

6ig  saw  £ox  read 

cat  can  sing  am 

cup  /ish  top  and 

cow  her  sit  in 

catch  boy  ship  or 

n\it  hen  white  ice 

nest  rope  broom  on 

walk  red  6Zack  is 

In  addition  give  the  words  am,  and,  in,  or,  ice,  on,  is,  as  they 
stand,  which  gives  the  list  of  phonetic  parts  found  on  the 
following  page. 


MANUAL  FOR  TEACHERS  11 

The  remaining  words  in  the  original  sight-word  list  are  not 
to  be  analyzed  into  phonetic  parts.  They  must  be  retained  and 
drilled  upon  as  pure  sight  words. 


Phonetic  Parts  of  Sight  Words1 

b  s  pi  alk  ink  ace 

c  t  tr  ane  et  ay 

d  v  un  oon  og  ird 

f  w  ake  ide  ar  ir 

g  y  all  ee  ox  ead 

h  ch  ook  aw  ing  ea 

j  sh  ig  an  op  am 

k  wh  at  ish  it  and 

1  th  up  er  ip  in 

m  br  ow  oy  ite  „  or 

n  bl  atch  en  oom  ice 

p  cl  ut  ope  ack  on 

r  gr  est  ed  ock  is 

FIFTH  STEP.    RECOMBIXING  THE  DERIVED  PHONETIC  PARTS 
INTO  NEW  WORDS    . 

Place  upon  the  blackboard  the  new  word  say.  Pronounce  the 
word  say,  making  plain  to  the  child  the  result  of  the  new 
blending  or  combining  of  the  phonetic  parts,  without  making 
any  more  of  an  artificial  separation  than  is  necessary  to  help  the 
child  over  this  new  step. 

1  Capital  letters,  or  rather  the  capital  forms  of  the  consonant  sounds,  may 
be  introduced  gradually  as  there  is  need  for  them  in  proper  names  or  at  begin- 
nings of  sentences. 


12  NATURAL  READING 

Write  soon,  and  show  in  like  manner  the  recombination  of 
the  phonetic  parts.  Continue,  taking  one  word  at  a  time,  with 
sir,  side,  sand,  sink,  sat,  sup,  set,  sack. 

Then  continue  with  the  words  in  the  first  list,  beginning  on 
this  page. 

The  success  of  this  exercise  lies  in  the  child's  ability  to 
promptly  pronounce  the  separate  phonetic  parts.  There  must 
be  absolutely  no  uncertainty,  no  guessing. 

Ability  to  read  new  words  containing  familiar  phonetic  parts 
will  come  with  practice. 

This  work  must  all  be  under  the  direct  supervision  of  the 
teacher. 

SIXTH  STEP.    DRILL  WORDS  AND  DRILL  SENTENCES 

As  the  child  gains  facility  in  reading  new  words,  use  these 
words  in  sentences. 

Many  teachers  prefer  to  make  their  own  drill  words  and  sen- 
tences. For  the  convenience  of  those  teachers  who  do  not,  sets 
of  drill  words  and  sentences  are  provided. 

During  the  drill  on  the  words  in  the  drill  lists,  their  mean- 
ings need  not  be  discussed,  the  meanings  being  developed  in 
drill  sentences  and  Primer  reading  lessons. 

Word  Drill 


sup 

side 

say 

sir 

rake 

run 

ring 

sat 

see 

sand 

rook 

ran 

rope 

rip 

sake 

saw 

sea 

Roy 

rut 

red 

race 

soon 

sing 

Sam 

rig 

rest 

ride 

ray 

sink 

sit 

set 

row 

rink 

read 

rock 

sun 

sip 

sack 

rat 

ram 

raw 

room 

MANUAL  FOR  TEACHERS 


13 


rack 

hook 

lane 

bun 

paw 

dish 

wide 

rice 

how 

latch 

bead 

pit 

dip 

wed 

fall 

hat 

log 

bee 

pop 

day 

wee 

fox 

hatch 

let 

bed 

pet 

din 

wing 

fig 

hog 

lest 

bit 

pen 

talk 

walk 

fat 

her 

link 

balk 

pace 

took 

way 

far 

hen 

lope 

bite 

pay 

toy 

win 

fan 

hut 

lead 

bay 

pack 

tar 

wet 

fog 

ham 

led 

boom 

pin 

take 

sham 

fish 

hope 

Lee 

back 

gun 

tan 

shook 

fun 

hide 

law 

band 

gay 

test 

shake 

fed 

hit 

lit 

bin 

get 

tide 

shut 

fit 

hip 

lip 

joy 

cook 

Ted 

shun 

fir 

hop 

lace 

Jig 

call 

top 

shed 

face 

his 

lay 

Jane 

cup 

ten 

shop 

fay 

hay 

lock 

jar 

cow 

tea 

ship 

fin 

hack 

land 

jest 

cat 

tall 

shock 

mow 

hand 

lake 

Jip 

cane 

tip 

shack 

mat 

nook 

book 

jet 

car 

tock 

shin 

mane 

now 

ball 

jaw 

cake 

tack 

chat 

make 

net 

box 

jam 

can 

tin 

chest 

man 

Nat 

boy 

Jack 

catch 

kite 

chide 

match 

Nan 

bird 

Pig 

cut 

kit 

chop 

moon 

noon 

big 

pup 

caw 

vane 

chalk 

mink 

nut 

bow 

pat 

cock 

vest 

chip 

met 

nest 

bat 

pane 

Don 

wall 

chin 

may 

nun 

bar 

pan 

dig 

wig 

when 

mock 

Ned 

bake 

patch 

Dan 

wake 

whirl 

mice 

nor 

batch 

Poll 

doll 

wish 

whit 

Mack 

nice 

but 

pink 

den 

west 

whip 

hall 

look 

best 

pun 

dog 

wink 

white 

14 


NATURAL  BEADING 


whack 

brace 

kites 

talking 

winter 

then1 

bray 

jumps 

wishing 

butter 

that 

broom 

runs 

batting 

better 

than 

brand 

ships 

cutting 

clatter 

thatch 

bride 

boxing 

cunning 

clutter 

think 

grit 

bowing 

dipping 

sister 

thaw 

grip 

bumping 

fanning 

under 

thing 

Grace 

balking 

hitting 

thunder 

third 

green 

calling 

hopping 

chattering 

thin 

gray 

cooking 

matting 

hammering 

blink 

groom 

catching 

popping 

tallest 

block 

grand 

dishing 

pinning 

pinkest 

black 

grin 

falling 

wedding 

blackest 

clog 

tree 

fishing 

running 

fallen 

clan 

trip 

hatching 

sitting 

fatten 

clink 

trace 

looking 

caller 

handed 

clam 

tray 

latching 

dipper 

rested 

claw 

track 

leading 

catcher 

patted 

cling 

trice 

mocking 

dinner 

petted 

clip 

plat 

pumping 

supper 

boyish 

clay 

plan 

resting 

fisher 

pinkish 

clock 

plow 

Sam's  kite 

fatter 

grayish 

brook 

plane 

Don's  ball 

hopper 

finish 

brig 

place 

reading 

letter 

finishing 

brow 

play 

rocking 

reader 

hatchet 

bran 

ball 

seeing 

singer 

rocket 

brink 

balls 

sawing 

hammer 

pocket 

bring 

kite 

saying 

shutter 

carpet 

1  The  child's  acquaintance  with  the  spoken  word  (think,  then,  etc.)  will 
enable  him  to  give  the  correct  sound  of  th  in  these  different  words.  See  note 
on  variable  sound  groups,  page  26. 


MANUAL  FOR  TEACHERS 


15 


garden 
gardener 
carpenter 

bonnet 
Sunday 
sidewalk 

sandman 
seaside 
chestnut 

fir  tree 
car  track 
chatterbox 

bowwow 
tea  tray 
cracker 

into1 

it 

its 


we 
me 
he 


be 
she 

rrr»  2 


so 
no 
ho 


Sentence  Drill 


Papa  has  a  gun. 

I  can  bake  a  cake. 

Baby  has  a  ring. 

My  room  is  little. 

See  the  bee. 

Papa  is  tall. 

Let  me  bat  the  ball. 

Have  you  a  bat? 

I  have  a  bat  and  a  ball. 

We  saw  some  white  mice. 

Baby  has  a  toy  kitten. 

Jump  on  the  hay. 

We  have  some  jam. 

I  like  cake  and  jam. 

Can  you  cook  ? 

That  man  is  tall. 

Put  the  rice  in  the  box. 

We  have  a  hatrack. 

See  the  jar  of  jam. 

Jip  is  my  dog. 


Jip  is  black  and  white. 

Baby  sat  in  papaV  chair. 

Make  a  bow. 

Jack  can  run. 

Poll  can  mock  the  dog. 

Cut  the  cake  and  make  some 

tea. 

Make  some  tea  for  mamma. 
Look  at  my  book. 
See  my  beads. 
This  is  my  best  doll. 
Run  in  the  hall. 
Get  the  fishhook  and  catch  a 

fish. 

Have  you  a  pin  ? 
We  saw  the  sun  set. 
Roy  can  saw. 

Put  the  hat  on  the  hatrack. 
Sit  on  the  log. 
Nat  can  catch  a  fish. 


1  The  word  to  is  a  new  sight  word  on  page  22  of  the  Primer. 

2  The  word  go  is  a  new  sight  word  on  page  26  of  the  Primer.    After  it  is  taught 
as  a  sight  word  it  can  be  followed  by  so,  no,  ho. 


16 


NATURAL  BEADING 


Have  you  a  rake  ? 

Get  the  dish  of  rice. 

I  saw  a  horse  balk. 

Baby  can  hide  in  the  hay. 

See  the  nice  dish  of  rice. 

Sam  is  a  tall  boy. 

How  far  can  you  jump  ? 

Mamma  has  a  lace  fan. 

Call  the  dog. 

Run  a  race  with  me. 

Sit  on  the  mat. 

Rock-a-by  baby. 

See  my  tin  cup. 

The  sun  sets  in  the  west. 

Can  you  win  the  race  ? 

We  can  get  up  on  the  shed. 

Let 's  play  tin  shop. 

I  have  some  red  chalk. 

See  my  little  whip. 

I  have  a  pink  hat. 

This  room  is  wide. 

We  saw  some  clams. 

Get  some  clay  and  make  a  clay 

ball. 

See  the  little  brook. 
Have  you  some  blocks  ? 
Look  at  the  kitten's  claws. 


Papa  can  plow. 
That  horse  is  balking. 
Mamma  is  calling  you. 
Ned  is  catching  some  fish. 
Mamma  is  resting. 
Grace  is  rocking  the  baby. 
Baby  is  talking  to  her  kitten. 
Papa  is  reading  his  book. 
The  kitten  is  fatter  than  the 

big  cat. 

My  papa  is  the  tallest. 
We  have  some  rice  for  supper. 
Baby  has  cunning  hands. 
Grace  has  a  third  reader. 
My  bird  is  a  singer. 
Baby  patted  papa's  horse. 
We  rested  on  the  hay. 
Mamma  is  sitting  in  the  sand. 
Sam  is  running  a  race. 
Sister1  is  cutting  the  cake. 
My  sister  is  taller  than  I  am. 
Get  some  butter  for  dinner. 
Baby  is  fanning  her  kitten. 
See  the  boys  running  a  race. 
The  big  cat  is  sitting  in  the  sun. 
Baby  is  playing  catch  fish  in 

the  brook. 


1  The  child  has  learned  the  word  is  and  not  the  sound  group  is  (sharp  s). 
Therefore  he  will,  perhaps,  read  the  new  word  "  sister  "  (z  sound),  but  the  mean- 
ing of  the  word  should  give  him  the  correct  pronunciation.  See  note  on  variable 
sound  groups,  page  26. 


MANUAL  FOR  TEACHERS  17 

SEVENTH  STEP.    TEACHING  NEW  PHONETIC  PARTS 
(additional  sound  groups) 

At  this  stage  the  child  has  become  accustomed  to  dealing  with 
the  abstract  parts  of  words  ;  therefore  new  phonetic  parts  can 
now  be  introduced  as  they  stand,  as  parts  of  words  to  be  used 
later  in  combining  into  new  words,  without  analyzing  each  new 
phonetic  part  from  some  word  which  must  first  be  learned  as  a 
sight  word. 

When  a  new  phonetic  part  is  introduced  its  name  must  be 
told  to  the  child,  just  as  the  name  of  any  new  sight  word  is 
told  him. 

Place  upon  the  blackboard     at 

an 
am 

sound  groups  which  the  child  has  already  learned.  Place  with 
these  the  new  sound  group  ag,  and  tell  the  child  what  it  is,  pro- 
nouncing it  as  a  whole,  ag.  The  resemblance  to  the  familiar 
at,  an,  am  enables  him  to  grasp  and  to  remember  the  new  ag 
without  much  difficulty. 

To  this  list,  at 

an 
am 


add,  one  at  a  time,  the  new  sound  groups  ap,  ad,  telling  the 
child  the  name  of  each  in  turn. 

When  these  are  learned,  add  them  to  the  stock  of  cards  for 
daily  drill. 


18  NATURAL  BEADING 

In  the  same  way  place  upon  the  blackboard 

op 

°g 
on 
ox 

sound  groups  which  the  child  has  already  learned. 

Add,  one  at  a  time,  the  new  sound  groups  ot,  od,  telling 
the  child  the  name  of  each,  and  continue  as  with  the  previous 
set,  ag,  ad,  etc. 

In  this  way  take  in 

it 


sound  groups  which  the  child  has  already  learned,  and  add,  one 
at  a  time,  the  new  sound  groups  im,  id. 

Take 

un 

up 
ut 

sound  groups  which  the  child  has  already  learned,  and  add,  one 
at  a  time,  ug,  um,  ub. 

Take  et 

en 
ed 

sound  groups  which  the  child  has  already  learned,  and  add  eg. 

As  these  new  phonetic  parts  are  taught,  add  them  to  the  list 
of  phonetic  parts  for  daily  drill. 

Follow  with  the  word  drill  and  sentence  drill  given  in  Part  II, 
page  23,  continuing  the  work  as  the  children  read  the  Primer. 


PART  II 

BLACKBOARD  WORK  AND  PRIMER 
FIRST  HALF   YEAR 


PART  II 


DIRECTIONS 

Part  I  completes  the  preliminary  blackboard  work.  The  chil- 
dren are  now  ready  to  read  through  page  34  of  the  Primer. 

The  blackboard  work  in  Part  II  consists  of  the  development 
of  additional  sound  groups,  with  material  for  word  drill  and 
sentence  drill,  and  is  a  continuation  of  the  work  given  in  the 
seventh  step  of  Part  I. 

This  blackboard  work  should  be  given  along  with  the  reading 
of  the  Primer,  as  indicated  in  the  following  pages. 

The  first  twenty  pages  of  the  Primer  contain  the  original  sight 
words  only.  Beginning  with  page  21,  new  words  are  added 
on  every  page,  these  words  being  of  two  classes :  (1)  phonetic 
words,  and  (2)  new  sight  words. 

1.  Phonetic  words.    These  the  child  should  be  able  to  read 
without  assistance,  if  the  blackboard  drill  has  been  systematic- 
ally carried  on. 

2.  The  new  sight  words  should  be  told  to  the  child.    They 
occur  on  the  following  pages. 

Page  22     come  Page  26    go  Page  27     do 

here  want  28    goes 

to  like  30    over 

23    Oh  27    Poll  32    don't 

of  pretty  does  n't 

21 


22  NATURAL  BEADING 

Page  36  went  Page  54    what  Page  68  woman 

37  they  56    old  71  there 

38  too  good  gone 
45  pussy  57    again  72  school 

47  one  another  pony 

48  hear  58    where  78  great 

49  could  been  83  any 

50  down  59    basketful  85  water 

52  was  61    tied  96  caught 

53  said  63    their  99  very 
our  65    tried 


NOTE.  Such  words  as  three,  page  37,  eat,  page  49,  wliy,  page  60,  are 
phonetic  words  containing  only  familiar  phonetic  parts,  although  they 
precede  their  regular  phonetic  lists.  The  child  will  probably  easily  read 
them  as  they  occur  in  their  sentences ;  therefore  they  need  not  be  taught 
as  sight  words. 


DRILL  FOR  PRIMER  PAGES  35-41 
Phonetic  Parts1 

ut 
un 

um 
up 
ub 
ix 

1  For  development  of  this  set  of  phonetic  parts,  see  pages  17-18. 


at 

et 

it 

ot 

an 

en 

in 

on 

ag 

ed 

ig 

°g 

am 

im 

op 

ap 
ad 

id 

ox 

MANUAL  FOR  TEACHEKS 


is 

if 

of 

bat 

bag 

bad 

Ben 

beg 

bed 

bit 

bin 

big 

bib 

box 

Bob 

but 

bun 

bud 

cat 

can 

cap 

cot 

cod 

cut 

cup 

cub 

Dan 

din 

dig 


dim 

dip 

did 

dot 

Don 

dog 

den 

dug 

fat 

fan 

fed 

fit 

fin 

fig 

fix 

fog 

fox 

fun 

get 

got 

gun 

gum 

hat 

ham 

had 

hen 

hem 

hit 

him 


Word  Drill 

hip 

log 

Peg 

hid 

lop 

pit 

hot 

mat 

pin 

hog 

man 

pup 

hop 

map 

Pig 

hod 

mad 

pot 

hug 

Mab 

pop 

hum 

met 

pod 

hub 

men 

pug 

jam 

mix 

rat 

jet 

mop 

ran 

Jig 

mug 

rag 

Jim 

mud 

ram 

Jip  * 

Nat 

rap 

jog 

Nan 

Rab 

jug 

nag 

red 

keg 

nap 

rig 

kit 

net 

rim 

kid 

Ned 

rip 

lag 

nip 

rid 

lap 

not 

rod 

lad 

nod 

Rob 

let 

nut 

rut 

leg 

nun 

run 

led 

pat 

rug 

lit 

pan 

rub 

lip 

pad 

sat 

lid 

pet 

sag 

lot 

pen 

Sam 

sad 

set 

sit 

sin 

sip 

six 

sob 

sun 

sum 

tan 

tag 

tap 

tax 

Tab 

ten 

Ted 

tin 

Tim 

tip 

tot 

Tom 

top 

tug 

tub 

vat 

van 

wet 

web 


wit 

win 

wig 

yet 

yes 

chat 

chap 

chit 

chin 

chip 

chop 

sham 

shad 

shed 

ship 

shot 

shop 

shut 

shun 

when 

whit 

whip 

whim 

than 

then 

them 

thin 

this 

bran 


24 


NATURAL  READING 


brag 

better 

hugging 

patted 

tapping 

brig 

boxes 

humming 

padded 

tender 

brim 

boxing 

jogging 

petting 

velvet 

blot 

boxer 

kitten 

petted 

winter 

clam 

cabin 

lagging 

pinning 

yesterday 

clap 

cotton 

ladder 

picnic 

chatting 

club 

cutting 

letter 

popper 

chapter 

grit 

cutter 

letting 

popping 

chopping 

grin 

cunning 

litter 

rapping 

shopping 

grip 

dinner 

lumber 

redder 

whipping 

plat 

digging 

matter 

reddest 

thinner 

plan 

dipper 

matting 

ripping 

thinnest 

plot 

dotted 

manner 

robin 

brimming 

plod 

dotting 

member 

runner 

blotter 

plum 

fatter 

mixing 

rubber 

blotting 

trap 

fattest 

mitten 

rubbing 

blotted 

trim 

fixing 

mixes 

satin 

clapping 

trip 

getting 

mutton 

sadder 

clapper 

trot 

hammer 

mopping 

saddest 

grinning 

trod 

hammering 

netting 

sitting 

trimmer 

batting 

happen 

number 

sipping 

trimming 

batted 

happening 

nodding 

sister 

tripping 

batter 

hemming 

nutting 

sobbing 

trotted 

begging 

hitting 

patter 

Sunday 

trotting 

beggar 

hopping 

pattering 

summer 

bitter 

hopper 

patting 

supper 

MANUAL  FOR  TEACHERS 


25 


Sentence  Drill 


Get  me  a  pin. 

I  see  ten  boys. 

Can   you   hop?    Hop    to    the 

chair. 

Did  you  win  the  race  ? 
We  have  a  pet  hen. 
Tab  is  my  cat. 
Don't  get  in  the  mud. 
Baby  has  a  rag  doll. 
The  dog  bit  baby's  doll. 
Baby  took  a  nap. 
Here  is  my  tin  cup. 
Mamma   has   a    little   tub  for 

baby. 

Catch  the  fish  with  this  net. 
Shut  the  lid  of  the  box. 
Did  you  ever  see  a  fox  ? 
My  dog  likes  ham. 
Let's  dig  in  the  sand. 
Sit  on  the  log. 
My  hat  is  wet. 
Let 's  sit  on  the  rug. 
Rap-a-tap  tap. 
Do  not  get  wet. 
Here  is  a  pretty  pink  bud. 
Come  and  play  in  the  lot. 
Have  you  a  pen  ? 
Hug  mamma,  baby. 
Ned  has  a  fishing  rod. 


Can   you  fix   the   lid   of   the 

box? 

My  top  can  hum. 
Have  you  a  humming  top? 
I  saw  six  white  rats. 
Max  has  a  pug  dog. 
Have  you  a  cap? 
Do  you  like  figs  ? 
We  have  a  fig  tree. 
Don't  make  a  litter. 
See  the  boys  hopping. 
Get  the  hammer  for  papa. 
See  the  big  ladder. 
I  saw  a  robin. 
Mamma     has     a     red    velvet 

ribbon. 

I  have  a  pink  satin  ribbon. 
I  saw  you  yesterday. 
Have  you  some  rubbers  ? 
Do  you  like  summer? 
Do  you  like  winter? 
Do  you  like  summer  or  winter 

best? 

Have  you  a  baby  sister? 
I    like    to    go    shopping  with 

mamma. 

We  had  a  picnic. 
Baby  can  clap  her  hands. 
Papa  is  fixing  the  ladder. 


26  NATURAL  BEADING 

We  have  a  plum  tree.  My  kitten  ran  up  the  ladder. 

Get  me  a  blotter.  My  bud  is  the  reddest. 

My  sister  can  get  the  dinner.  We  saw  some  clams. 

Develop  new  sound  groups,  as  follows : 

Place  upon  the  blackboard  ack  and  atch,  which  the  child 
already  knows.  Add  to  these  the  remaining  sound  groups  in 
column  1,  idling  the  child  what  they  are.  Repeat  with  columns 
2,  3,  4,  5.  This  process  of  development  should  be  used  when- 
ever new  sound  groups  are  to  be  taught. 

The  attention  of  the  child  should  not  be  called  to  the  single 
vowel  sound.  It  is  enough  for  him  to  know  that  at  is  at,  and 
ate  is  ate,  as  a  whole.  He  must  always  deal  with  them  as 
wholes. 

Variable  sound  groups.  When  a  sound  group  has  different 
sounds  in  different  words,  the  child  must  be  trained  to  judge 
which  one  is  used  by  the  meaning  of  the  sentence  in  which 
it  occurs.  Example : 

The  wind  blew  the  tree  down. 
Will  you  wind  up  this  string  ? 


DRILL  FOR  PRIMER  PAGES  42-49 
Phonetic  Parts 

ack  atch  end  ill  uck 

ash  ell  ick  iss  ung 

ang  ess  ish  ock  unk 

ank  est  ing  ong  uss 

and  ent  ink  oss  uff 


MANUAL  FOR  TEACHERS 


27 


ashes 

back 

backing 

bang 

bank 

band 

batch 

beckon 

bend 

bell 

Bess 

bill 

boss 

buck 

bunk 

buff 

cash 

catch 

cuff 

coffee 

dash 

dashing 

dasher 

Dash 

dell 

Dick 

dish 

dishes 

differ 


Word  Drill 

dock 

Jess 

locking 

doll 

Jill 

long 

doff 

Jock 

longer 

duck 

kick 

longest 

ducking 

kicking 

longing 

fell 

kill 

luck 

fish 

kiss 

Mack 

fill 

kisses 

mash 

filling 

kissing 

mashing 

fuss 

lack 

mashes 

gush 

lacking 

mend 

hack 

lash 

mending 

hash 

lashes 

mended 

hang 

lashing 

mink 

hanging 

lank 

mill 

hanger 

land 

miller 

hank 

landed 

miss 

hand 

landing 

misses 

handed 

latch 

missing 

handling 

latches 

mock 

handing 

latching 

mocking 

hatch 

lend 

mocker 

hatching 

lending 

moss 

hatches 

lick 

mosses 

hill 

licking 

mush 

hiss 

link 

muss 

hush 

linking 

mussing 

hung 

lock 

muff 

Jack 

locker 

neck 

necklace 

Nell 

pack 

packing 

packer 

patch 

patching 

patches 

peck 

pecking 

pick 

picking 

pink 

pitch 

pitching 

pitches 

pitcher 

puff 

puffing 

rack 

racket 

racking 

rash 

rang 

rank 

rich 

ring 

ringing 

rill 


28 


NATURAL  READING 


rock 

suffer 

check 

clashes 

sadness 

rocket 

tack 

chess 

clashing 

tenderness 

rocker 

tacking 

chick 

clang 

blackness 

rocking 

tank 

chicken 

clank 

camp 

rush 

tend 

chill 

click 

camping 

rushing 

tending 

shell 

clicking 

camper 

rushes 

tended 

shock 

cling 

damp 

rung 

tell 

thank 

clock 

dampness 

sack 

telling 

thatch 

cluck 

clamp 

sash 

teller 

thick 

clung 

lamp 

sashes 

tick 

thing 

grand 

best 

sang 

ticking 

think 

grill 

bent 

sank 

tinker 

whack 

plank 

belt 

sand 

tock 

brick 

pluck 

bench 

satchel 

toss 

bring 

plucking 

desk 

send 

tossing 

bringing 

plush 

felt 

sending 

tuck 

-~  brink 

track 

help 

sell 

tucking 

brushes 

trash 

helper 

selling 

tucker 

brushing 

trick 

helping 

sick 

well 

black 

trinket 

nest 

sing 

wick 

blacken 

trunk 

rest 

singing 

wicked 

blacker 

trill 

rested 

sink 

wish 

blackest 

trilling 

resting 

sinking 

wishing 

blank 

truck 

tent 

sill 

wishes 

blanket 

trunks 

tenting 

sock 

wing 

blink 

less 

west 

song 

wink 

bliss 

wingless 

went 

suck 

winking 

blush 

matchless 

chest 

sucking 

wind 

blushes 

joyless 

finch 

sung 

witch 

blushing 

dimness 

gild 

sunk 

will 

clash 

madness 

*  "I  j_ 

MANUAL  FOR  TEACHEKS 


29 


lift 

brisk 

romping 

hunted 

pumping 

lifted 

sift 

softer 

hunting 

punch 

lifting 

sifter 

softest 

hush 

rust 

list 

sifted 

bumping 

jump 

tusk 

mist 

sifting 

bump 

jumping 

thump 

mint 

silk 

bunch 

lump 

clump 

milk 

tint 

dust 

lunch 

plump 

milking 

whisk 

duster 

must 

blunt 

pinch 

lost 

hump 

musk 

much 

rift 

loft 

hunt 

pump 

such 

risk 

romp 

hunter 

XOTE.  The  word  rich  is  given  in  this  class  of  words,  although  the  sound 
group  ich  is  omitted  because  so  few  words  contain  it.  It  is  needless  to  teach 
a  sound  group  for  the  sake  of  only  one  or  two  words.  So,  too,  fresh  is  given, 
esh  omitted;  and  in  later  classes  of  words  noise  is  given,  oise  omitted 
(page  47)  ;  nurse  and  purse  given,  urse  omitted  (page  45),  etc. 


Phonetic  Parts 


dr 

gl 

sk 

sm 

sw 

spr 

thr 

fl 

pr 

sc 

sn 

scr 

spl 

qu 

fr 

si 

sp 

st 

str 

shr 

squ 

Word  Drill 


drab 

drill 

flat 

flit 

fret 

drag 

drop 

flap 

flock 

fresh 

drank 

drug 

flax 

fling 

frill 

drench 

drum 

flash 

floss 

frog 

drip 

drift 

fled 

flung 

from 

drink 

flag 

flesh 

flinch 

Fred 

Frank  prick 

glad  prink 

gloss  prop 

glimmer  proper 

prank  primer 

priin  prompt 


30 


NATURAL  READING 


slab 

slot 

spin 

stag 

stuff 

strap 

shrink 

slam 

sketch 

spick 

stack 

stamp 

string 

shrill 

slap 

skill 

spill 

stand 

stump 

strand 

thrash 

slat 

skiff 

spot 

stem 

swam 

stress 

thrush 

slack 

scum 

spun 

stick 

SAvell 

struck 

thrill 

slash 

scat 

spent 

sting 

swim 

sprig 

quack 

sled 

scan 

small 

still 

swing 

spring 

quick 

slid 

scamper 

snap 

stitch 

switch 

sprang 

quit 

slim 

span 

snatch 

stop 

scrap 

sprout 

quill 

slip 

sped 

snip 

stud 

scrim 

split 

quilt 

slit 

speck 

snug 

stun 

scrub 

splash 

slick 

spell 

stab 

stung 

scratch 

shrank 

Sentence  Drill 


Ring  the  bell. 

The  bell  rings  ding-dong. 

Sing  a  song. 

Baby  can  sing  a  pretty  song. 

I  can  pack  mamma's  trunk  for 

her. 
Baby  has  a  little  trunk  for  her 

doll. 

Here  is  a  long  rope. 
Do  you  like  to  swim  ? 
Do  you   like  to  swim 

pond? 

Hush-a-by,  baby. 
I  like  hash. 

Dick  likes  to  go  fishing. 
Here  is  your  hatchet. 


in 


the 


We  had  a  mocking  bird. 
The  bell  rang. 
Tuck  the  baby  up. 
Lend  me  your  book. 
Mamma  has  a  muff. 
See    the  pretty  moss   on 

tree. 

Here  is  the  hammer. 
Get  me  some  tacks. 
Papa  can  mend  the  ladder. 
Have  you  a  pocket? 
Hang  up  your  hat. 
See  the  pretty  shell. 
I  have  a  pink  shell. 
The  clock  goes  tick-tock. 
Sing  a  song  of  sixpence. 


the 


MANUAL  FOR   TEACHERS 


31 


See  ray  pretty  necklace. 

Can  you  pack  a  trunk? 

My  doll  has  some  dishes. 

Ding-dong  bell, 

Pussy  is  in  the  well. 

I  saw  a  bird's  nest  hanging  in 

the  tree. 

Can  you  trill  like  a  bird? 
Baby  has  fat  hands. 
He  handed  me  the  ball. 
See  the  thick  rope. 
That  horse  will  kick. 
Jump  on  the  plank. 
Baby  will  kiss  mamma. 
See  my  pet  chicken. 
See  all  the  bricks. 
Papa  will  hitch  the  horse. 
Here  is  mamma's  satchel. 
Bring  me  that  brick. 
The  bell  is  ringing. 
Bring  me  the  big  pitcher. 
Pick  up  the  tacks. 
I  saw  a  little  green  frog  jump 

into  the  pond. 
I  like  mush. 

See  the  big  sack  of  nuts. 
Baby  can  say,  "  Thank  you." 
Here  chick,  chick,  chick ;  here 

is  some  dinner  for  you. 
The  humming  bird  has  pretty 

little  wings. 


Did  you  ever  go  camping  ? 
We  are  going  camping  when 

summer  comes. 
Let 's  sit  under  this  clump  of 

trees. 

Mamma  has  a  pretty  lamp. 
We  haVe  a  pump  by  our  well. 
How  much  did  you  pay  for 

the  milk? 
I  like  niuskmelon. 
Jack  and  Jill 
Went  up  the  hill. 
Do  you  like  milk  ? 
Do  you  like  mush  and  milk  ? 
I  like  cake  and  milk. 
The  kittens  like  to  romp. 
We  have  a  tent  to  play  in. 
Let's   sit  on   this  bench  and 

finish  our  lunch. 
Ned  is  milking  our  pet  cow. 
Can  you  lift  that  big  brick  ? 
Baby  likes  to  dust.    She  has  a 

little  duster. 
We  have  a  big  chest. 
Do  you  like  chestnuts  ? 
Mamma  has  a  silk  dress. 
I  lost  my  belt. 
Can  you  help  mamma? 
Can  you  help  with  the  dusting? 
Baby's  hands  are  the  softest. 
This  is  nay  desk. 


32 


NATURAL  READING 


Get  up  on  the  loft  and  jump 

into  the  hay. 

My  kitten  drank  the  milk. 
The  duck  goes  splish-splash. 
Smell  the  pretty  violets. 
Hear   the  duck  say  "  Quack, 

quack ! " 

I  have  a  pretty  quilt. 
See  this  long  string. 
Here  we  stand,  hand  in  hand. 
See  the  kittens  scamper  off. 
Don't  slip  on  the  hill. 
I  saw  a  big  flock  of  blackbirds. 
Did  you  prick  your  finger  ? 
We  slid  downhill. 
Here  is  some  nice  fresh  milk. 
The  violets  are  nice  and  fresh. 


I  drank  some  milk  and  did  not 

spill  a  drop. 

Can  you  read  in  the  primer? 
Papa  had  a  sled  when  he  was 

a  little  boy. 
See  the  big  haystack. 
Can  you  spell? 
This  bud  has  a  long  stem. 
Let 's  get  a  drink  at  the  spring. 
Here  is  a  ball  of  string  for  your 

kite. 
Don't  spill  the  ink  and  make  a 

blot. 

I  spent  a  nickel  for  a  strap. 
Split  the  kindling  for  mamma. 
I  like  to  swing.    We  have  a 

big  swing. 


little 

battle 

bottle 

cattle 

cuttle 

kettle 

nettle 

rattle 

settle 


DRILL  FOR  PRIMER  PAGES  50-51 


Word  Drill 


brittle 

puddle 

hobble 

grumble 

shuttle 

paddle 

thimble 

ruffle 

whittle 

candle 

ramble 

muffle 

middle 

cuddle 

scramble 

scuffle 

fiddle 

dimple 

bramble 

giggle 

riddle 

ripple 

scribble 

wiggle 

saddle 

supple 

bubble 

struggle 

bundle 

topple 

hobble 

uncle 

muddle 

dapple 

mumble 

ankle 

MANUAL  FOR  TEACHEKS 


33 


buckle 
pickle 
tickle 
tackle 

tangle 
trickle 
kindling 
handling 

tumbling 
grumbling 
rattling 
whittling 

middling 
fiddling 
ruffling 
gigging 

struggling 
bubbling 
rippling 

Sentence  Drill 


I  have  a  bottle  of  milk  for  my 

lunch. 

Do  you  like  pickles? 
I  have  a  silver  thimble. 
Hey  diddle  diddle 
The  cat  and  the  fiddle. 
Baby    has    a    dimple    in    her 

chin. 
She  has  some  dimples  in  her 

little  fat  hands. 
I  must  put  a  ruffle  on  my  doll's 

dress. 

Don't  step  in  the  mud  puddle. 
Can  you  whittle  this  stick  ? 
See  the  big  kettle. 
Baby  has  a  rattle. 


This  stick  is  brittle. 
Get  me  a  bottle  of  ink. 
Bring  in  some  kindling. 
Papa  has  a  saddle  for  his  horse. 
Here  is  a  candle  for  you. 
My  Uncle  Will  likes  little  boys. 
Mamma  lost  the  buckle  from 

her  belt. 

Don't  tangle  baby's  hair. 
Stand    in    the  middle   of   the 

room. 
I  have  three  ruffles  on  my  red 

dress. 
We  picked  up  a  big  bundle  of 

sticks. 
Ben  likes  to  rattle  his  marbles. 


DRILL  FOR  PRIMER  PAGES  52-55 
Phonetic  Parts 

ode 
ope 
ose 
ore 


ate 

ace 

ine 

ice 

ane 
ame 

age 
ake 

ime 
ide 

ire 
ife 

ade 

ite 

ipe 

ile 

ole 
oke 
use 
ute 


34 


NATURAL  READING 


Word  Drill 


cane 

Kate 

dale 

note 

these 

Pete 

tape 

base 

fate 

like 

wife 

vale 

mine 

pride 

bake 

dime 

jute 

rule 

rode 

chore 

stile 

huge 

bake 

fore 

wave 

muse 

tune 

poke 

life 

lone 

line 

mane 

save 

choke 

rage 

dame 

dice 

fade 

sage 

woke 

mote 

tame 

came 

cage 

gaze 

nice 

mace 

race 

sure 

face 

hide 

fine 

page 

rise 

chide 

quire 

space 

lope 

lake 

wage 

vase 

sake 

price 

gale 

dive 

haze 

brave 

shore 

mile 

trade 

cove 

core 

file 

wire 

rice 

tore 

brute 

hose 

home 

hale 

nine 

male 

chose 

stale 

fuse 

gave 

pane 

wane 

chime 

side 

quite 

hive 

dome 

mice 

brace 

vane 

mire 

prime 

cure 

lane 

chase 

while 

shine 

pine 

trace 

cave 

case 

tire 

rude 

pale 

tone 

stage 

gate 

gale 

same 

vote 

mute 

pipe 

glide 

bone 

dose 

mule 

whine 

shave 

tile 

quake 

Jane 

lace 

rate 

slice 

make 

pure 

thrice 

lame 

date 

wide 

rove 

ride 

tide 

clove 

fire 

cake 

pace 

white 

skate 

sole 

prize 

cape 

hire 

lute 

pave 

more 

pile 

thrive 

hole 

daze 

bride 

made 

shake 

spade 

prune 

late 

lime 

sane 

those 

mite 

time 

glaze 

cute 

bite 

wise 

rose 

tube 

pose 

frame 

five 

hope 

nose 

name 

sale 

take 

state 

kite 

dine 

mate 

wore 

rake 

broke 

close 

bide 

fife 

wake 

rope 

mole 

stove 

tripe 

game 

here 

brine 

vine 

shade 

pole 

drape 

MANUAL  FOR    TKAdlKKS 


35 


snake 

plate 

plane 

grace 

glade 

trice 

sprite 

stroke 

splice 

smoke 

grope 

slate 

grope 

grove 

place 

grate 

scrape  drake 

smile  slave 

strike  drive 

grade  spore 


flame 
spire 


Sentence  Drill 


Run  home  with  me. 

I  made  a  kite. 

MY  dog's  name  is  Don. 

Smell  the  pretty  rose. 

I  saw  a  pine  tree. 

1  have  nine  marbles. 

How  much  is  a  dime  ? 

Stand  in  a  line. 

Let 's  play  a  game. 

Come  and  sit  in  the  shade. 

Let 's  run  to  the  gate. 

We  can  go  swimming  in  the 

lake. 

I  tore  a  hole  in  my  dress. 
Make  a  fire  in  the  stove  and 

cook  the  dinner. 
Can  you  skate  ? 
See  the  smoke.    There  must  be 

a  fire  on  the  hill. 
Here  are  some  grapes.    Do  you 

like  black  grapes  best? 
Get  the  spade  and  the  rake  and 

make  a  garden. 
See  that  long  hose  in  the  garden. 


We   can   drive    this   nice  old 

mule. 

I  can  make  baby  smile. 
Let 's  make  a  fire  in  the  grate. 

Don't   let  it  blaze    up    too 

much. 

Were  you  late  to-day? 
I  had  some  dates  for  lunch. 
Have  you  a  slate  ? 
Do  you  like  spice  cake?  Mamma 

made  a  spice  cake  for  dinner. 
We  rode  on  the  stage.     We 

rode  five  miles. 
Did  you  ever  ride  on  the  stage  ? 
See  the  big  grove  of  pine  trees. 
We    had   a   picnic.     We    ate 

our  lunch   under   the    pine 

trees. 
Papa's  horse  has  a  long  black 

mane. 
We    have    a   big    grapevine. 

When  the  grapes    are  ripe 

you  can  have  some. 
Jack  drove  the  cows  home. 


36 


NATURAL  READING 


Run  a  race  to  the  gate  and  back. 
Drive  the  cattle  into  the  lot 

and  close  the  gate. 
See  the  sunshine  on  the  wall. 
Those  grapes  are  not  ripe. 
Here  is  a  long  pole. 
Can  you  play  a  pretty  tune? 
Wake  up  baby.     It  is  time  to 

go  for  a  ride. 
We  woke  the  baby  up. 
Get  the  pipe  and  let's  make 

some  bubbles. 


I  broke  my  cup. 

My  chickens  are  all  tame. 

We  are  going  to  the  seashore 

next  summer. 

My  sister  is  in  the  second  grade. 
Can  you  splice  these  ropes  ? 
Go  to  the  store  and  get  some 

rice. 

Baby  likes  to  hide  from  papa. 
Baby's  name  is  Helen,  but  we 

call  her  Baby. 


DEILL  FOR  PRIMER  PAGES  56-59 
Phonetic  Parts 

ay  ai 

ail 
aid 
ain 


bay  may 
day  May 
fay 


gay  paying 

gayest  Ray 

hay  say 

haying  saying 

lay  way 

laying  bray 


clay 

sway 

tray 

gray 

play 

playing 

pray 

stay 

staying 


Word  Drill 

spray  gaining 

stray  hail 

away  hailing 

bait  laid 

fail  lain 

failing  maid 

failure  mail 

faint  main 

gain  mailing 


nail 

nailing 

paid 

pail 

pain 

paining 

paint 

painted 

painting 


painter 

rail 

railing 

rain 

raining 

raise 

raising 

sail 

sailing 


MANUAL  FOR  TEACHERS 


37 


saint  chain 

tail  braid 

wait  braided 

waited  braiding 


drain 

stain 

spraining 

frail 

train 

maize 

snail 

quail 

faith 

grain 

quaint 

maiden 

waist      claim         plain      sprain       afraid 


explain  ail 
explaining  aid 
raisin  aim 

praise 
aiming 


Sentence  Drill 


See  the  hay. 

May  likes  to  play. 

Ray  can  paint. 

The  ducks  like  the  rain. 

We  went  out  in  the  rain. 

Did  you  ever  see  it  hail  ? 

It  rained  and  hailed  one  day. 

Get  me  some  nails. 

See  that  stray  dog. 

The  men  are  haying. 

Come  home  with  me  and  stay 

all  day. 

Let 's  go  for  a  sail. 
We  went  down  by  the  bay. 
We  are  going  sailing. 
Canyon  paint  a  pretty  picture  ? 


Stay  with  me  and  let 's  play. 

I  want  some  clay. 

My  sister  is  staying  at  home  to 
play  with  the  baby. 

Rain,  rain,  go  away. 

We  were  afraid  of  the  cows. 

My  dog  ran  away. 

We  planted  some  grain. 

Is  baby  afraid  of  the  dog  ? 

We  saw  some  quail. 

Give  the  chickens  some  grain. 

The  painter  is  painting  the 
fence. 

Mail  this  letter  for  mamma. 

Wait  for  me  and  I  will  go  sail- 
ing with  you. 


DRILL  FOR  PRIMER  PAGES  60-66 
Phonetic  Parts 


ee 


eed 
een 
eep 


eet 
ead 
eal 


eak 
earn 
ear 


eap 
eat 
each 


38 


NATURAL  READING 


bee 

feast 

heed 

peach 

neater 

bean 


tease 

seek 

beef 

leave 

near 

neat 

team 

fearing 

neatness 

beet 

tea 

need 

fearless 

beetle 

heel 

beach 

fear 

beam 

bead 

heedless 

peaches 

nearer 


heaping 

seam 

feet 

feeling 

nearest 

neatest 

heap 

beak 

mean 

seat 

meal 

sea 

peel 

peeling 

meat 

seem 

feeding 

seedless 

least 

feed 

dear 

leaping 

dearest 

peep 

hearing 

read 

seed 

reading 

seen 


Word  Drill 

leap 

rear 

screen 

beating 

keenness 

preacher 

leaning 

leaf 

preach 

beast 

three 

cheated 

reader 

lead 

treat 

heath 

speed 

squeak 

reap 

teach 

bleating 

leanness 

keeping 

wee 

reaches 

leader 

bleak 

deer 

shearing 

tree 

lean 

leading 

please 

reaper 

street 

cheating 

keep 

teacher 

squeeze 

deepest 

stream 

weed 

reaping 

wheel 

clean 

leaking 

queen 

week 

keeping 

shear 

steep 

reach 

teaching 

sweetest 

reaching 

streak 

cheat 

deep 

sheet 

queer 

seeing 

breeze 

glean 

needle 

teaches 

sweeter 

leak 

squeal 

weep 

steed 

scream 

cheapest 

leafless 

sheep 

glee 

reef 

steam 

steepest 

keen 

beat 

Greek 

sheath 

veal 

weeping 

teeth 

preaching 

greeting 

MAXUAL  FOE  TEACHERS 


39 


steeple 

cheese 

sweeper 

yeast 

dream 

cheaper 

greet 

cleanest 

fleece 

creep 

cheap 

sweet 

weaken 

sweeping 

speaker 

sweetness 

weaker 

green 

year 

cream 

steal 

sleeping 

sleeve 

dreamer 

sneeze 

weak 

cheese 

weave 

clearness 

speech 

clear 

greenest 

freeze 

sweep 

speak 

sleep 

weakest 

sleek 

creak 

east 

Sentence  Drill 


See  the  bees. 

We  have  a  beehive.    Did  you 

ever  see  a  queen  bee  ? 
Make  some  tea  for  mamma. 
I  can  read  in  my  sister's  reader. 
We    planted    some    peas   and 

some  beans. 

Did  you  ever  see  a  beetle  ? 
The  leaves  have  fallen  off  of 

the  tree. 

We  have  a  peach  tree. 
Do  you  like  peaches? 
Our    peaches    are     not    ripe 

yet. 

We  like  to  play  on  the  beach. 
Mamma    needs   me.     I   must 

help  her. 

See  the  pretty  sunbeam. 
String  the  beads  and  make  a 

pretty  necklace. 


We  have  some  seedless  grapes. 

We  like  seedless  raisins. 
Let 's  run  down  the  steep  hill. 
Hear  the  little  lambs  bleating. 
My  mamma  is  teaching  me  to 

play  a  pretty  tune. 
See  the  white  sheep  all  fast 

asleep. 
My  plants  will  freeze  in  that 

breeze. 

See  the  tall  steeple. 
My  hands  and  face  are  clean. 
This  is  my  cleanest  dress. 
Take    the   weeds   out    of  the 

garden.     Put   them   in  the 

wheelbarrow  and  wheel  them 

away. 

My  lamb's  fleece  is  white. 
Get    your    broom     and    help 

mamma  sweep. 


40 


NATURAL  READING 


I  have  a  little  carpet  sweeper 

for  my  doll. 

This  red  apple  is  the  sweetest. 
Let 's  go  fishing  in  this  stream. 
What  street  do  you  live  on  ? 
This  big  stream  is  deeper  than 

our  creek. 
That    pan    leaks.     We    must 

have  it  mended. 
Can  you  reach  the  top  shelf? 
Peel  some  peaches  for  lunch. 
We  are  not  afraid  of  the  geese. 
Baby  is  feeding  the  chickens 

and  the  ducks  and  the  geese. 
Can  you  help  freeze  the   ice 

cream  ? 


Do  you  like  ice  cream? 

Please  help  me  sweep  this  room. 

Can  baby  say  "  Please  "  ? 

Don't  tease  the  geese. 

My  wagon  wheel  is  broken. 

The  man  will  shear  the  sheep. 

Baby  smiles  in  her  sleep.  Per- 
haps she  is  dreaming. 

Let 's  save  these  apple  seeds 
and  plant  them. 

I  like  to  sit  on  the  driver's  seat 
when  I  ride  on  the  stage. 

Please  go  to  the  store  and  get 
some  cheese. 

See  this  queer  little  chicken. 

We  saw  a  pretty  deer. 


DRILL  FOR  PRIMER  PAGES  67-71 

Phonetic  Parts 
old  olt  oa  ight 


Word  Drill 


cold 

hold 

golden 

coal 

loaves 

colder 

holding 

mold 

coat 

loan 

coldest 

told 

molding 

coach 

load 

bolt 

scold 

fold 

coaches 

moan 

bolted 

jolt 

folded 

coast 

road 

bold 

jolted 

folding 

coaster 

roar 

boldness 

gold 

colt 

loaf 

roaring 

MANUAL  FOE  TEACHERS 


41 


roast 

floated 

fight 

tighten 

dry 

soap 

groan 

fighting 

flight 

% 

soar 

groaning 

light 

slight 

fry 

soaring 

throat 

lighten 

fright 

pry 

toad 

whoa 

lightning 

frighten 

shy 

toast 

sigh 

lighter 

frightening 

spy 

toasted 

high 

lightest 

frightened 

sty 

boat 

higher 

might 

bright 

toy 

cloak 

highest 

night 

my 

why 

croak 

nigh 

right 

by 

spry 

float 

sight 

tight 

•cry 

sly 

Sentence  Drill 


Please  bolt  the  gate  and  keep 

it  closed. 
It  is  cold  to-day. 
We  have  a  goldfish. 
Papa  is  painting  our  boat. 
I  have  a  coaster.    I  can  coast 

down  the  steepest  hill. 
Butter  the  hot  toast  and  make 

some  tea  for  mamma. 
Please  bring  in  some  coal. 
Clear  the  road.    Here  come  the 

boys  on  their  coasters. 
Papa  gave  me  a  pretty  gold 

ring- 


are  the  oars  for  papa's 

boat? 

We  can  ride  on  the  load  of  hay. 
By,  baby,  by,  do  not  cry. 
Here  is  the  candle  to  light  you 

to  bed. 

Try,  try  again. 
We  saw  the  lightning  in  the 

sky. 
Swing     me     higher,     higher, 

higher. 
We  played  "I  spy"  last  night. 


42 


NATURAL  READING 


wrap 

knock 

gnat 

wring 

knocker 

gnash 

wrung 

knocking 

gnashing 

wrench 

knack 

gnaw 

wren 

knuckle 

gnawed 

wrist 

knee 

gnawing 

wrong 

kneel 

gnarl 

write 

kneeling 

gnarled 

wrote 

knelt 

gnome 

written 

knit 

wreath 

knitting 

gn 

wrestle 

knitted 

wriggle 

knickerbocker 

wrapper 

knife 

wrapped 

knapsack 

wreathes 

Jmob 

wrecked 

knight 

wrenching 

knead 

wringer 

knives 

wrinkle 

wry 


wr 


kn 


Sentence  Drill 


Wrap  the  baby  up  and  don't 

let  her  get  cold. 
I  wrote  a  letter  to  papa. 
We  have  a  little  wringer.   We 

can  wring  the  doll's  clothes. 


I  lost  my  knife.    Will  you  lend 

me  your  knife  ? 
When  I  tie  my  dog,  he  will 

gnaw  the  rope  and  run  away. 
Let 's  make  a  pretty  wreath. 


MANUAL  FOE  TEACHERS 


43 


Have  you  written  your  lesson  ? 
We  saw  a  little  wren's  nest. 
Baby     has     dimples     in    her 

knuckles. 

See  all  the  little  gnats. 
My  pet  squirrel  likes  to  gnaw 

his  nuts. 


My  lesson  was  wrong  and  I 
wrote  it  again. 

I  have  a  little  knapsack.  It  is 
just  like  papa's  big  knap- 
sack. 

My  papa  has  three  knives. 


ard 


DRILL  FOR  PRIMER  PAGES  72-77 
Phonetic  Parts 


ark 


ar 
arm. 


art 


arch 


Word  Drill 


car 

charming 

marching 

hardest 

lard 

starch 

part 

spark 

market 

smart 

darkest 

marking 

tart 

darkness 

mark 

bar 

charm 

Clark 

start 

barking 

artist 

sparkle 

farmer 

partner 

star 

far 

march 

chart 

card 

carpenter 

barn 

park 

quarrel 

harm 

carpet 

farm 

part 

quarreled 

dark 

farther 

scarlet 

parted 

quarreling 

tar 

lark 

dart 

large 

darker 

hard 

garden 

Carl 

barge 

jar 

scar 

gardener 

sharp 

charge 

alarm 

sharpen 

gardening 

are 

shark 

harder 

harden 

darken 

44 


NATURAL   READING 


Sentence  Drill 


I  like  to  ride  in  the  street  car. 
See  the  bright  stars.    The  stars 

shine  in  the  dark  night. 
We  can  play  in  the  barn, 
My  uncle  is  a  farmer.    He  has 

a  big  farm. 

Please  sharpen  my  pencil. 
Hear  the  dogs  bark. 
The    carpenter     mended     my 

wagon. 
How  much  did  the  man  charge 

for  your  book  ? 
Tramp,  tramp,  tramp,  the  boys 

are  marching. 
Your   pencil   is    sharper  than 

mine. 

This  nut  is  too  hard  to  crack. 
We  had  some  tarts  for  lunch. 

Do  you  like  tarts  ? 


Come   out    and   see  the   stars 

sparkle. 
Make  some  starch  and  starch 

baby's  clean  dress. 
We  are  going  out  to  the  park. 
Sweep  the  carpet  and  make  it 

nice  and  clean. 
Hear  the  lark  sing. 
Can  you  jump  farther  than  I 

can? 

See  this  nice  large  apple. 
My  ball  is  the  hardest. 
Can    you    go    to    market    for 

mamma  ? 
That  man  is  an  artist.    What 

does  an  artist  do? 
Mamma  does  not  like  it  when 

we  quarrel. 


DRILL  FOR  PRIMER  PAGES  78-80 

Phonetic  Parts 
er  ir  ur 


Word  Drill 


Bert 

turning 

surf 

burned 

turn 

curve 

burn 

squirm 

turned 

birthday 

burning 

sir 

verse 

verses 

purr 


MANUAL  FOR  TEACHERS 


45 


bird 

birches 

pert 

churned 

shirk 

squirming 

chirp 

stir 

hurting 

church 

squirmed 

chirping 

stirring 

hurt 

churches 

nurse 

chirped 

stirred 

hurling 

herd 

nurses 

squirt 

churn 

burnt 

girl 

squirrel 

thirst 

curling 

stern 

firm 

fern 

thirsty 

fir 

third 

firmest 

fur 

perch 

curbing 

first 

curl 

September 

jerk 

clerk 

burst 

churning 

purse 

jerked 

Thursday 

bursting 

skirt 

birch 

jerking 

Saturday 

were 

iceberg 

Sentence  Drill 


Please  turn  the  rope  and  let 
us  jump. 

Don't  burn  your  hand  on  the 
hot  stove. 

My  birthday  will  come  in  Sep- 
tember. 

Baby's  birthday  is  in  May. 

My  kitten  has  soft  black  fur. 

Baby  has  pretty  golden  curls. 

Sometimes  mamma  curls  my 
hair. 

We  have  a  pet  squirrel. 

We  made  some  big  bubbles, 
but  they  all  burst. 

The  hot  sun  will  burn  baby's 
face. 

This  church  has  a  big  steeple. 


Next  Saturday  Bert  is  coming 

to  play  with  us. 
There  was  a  little  girl 
And  she  had  a  little  curl. 
Don't  jerk  the  string  and  make 

the  kite  come  down. 
The  birch  tree  is  very  pretty. 
We  saw  a  herd  of  cattle. 
I  burnt  my  finger. 
The  little  bird  sleeps  on  its 

perch. 

Hear  my  kitten  purr. 
Mamma  gave  me  a  purse. 
Did  you  ever  bathe  in  the  surf? 
Hear  the  little  birds  chirping. 
Ned  is  churning  to-day.  He  will 

make  some  nice  butter  for  us. 


NATUKAL  KEADING 

DRILL  FOR  PRIMER  PAGES  83-87 
Phonetic  Parts 


ound 


oud 


ou 
out 


ow 
our 


ounce 


owl 


Word  Drill 


bow 

pounding 

shouting 

scour 

crown 

spout 

mow 

plow 

louder 

how 

coward 

loud 

trowel 

pound 

cow 

mount 

mouse 

loudest 

cloud 

blouse 

mountain 

lounge 

down 

howl 

bowing 

ground 

proud 

town 

spouting 

brown 

trout 

found 

stout 

hound 

thousand 

south 

row 

bound 

frowning 

sour 

pout 

sprout 

pouch 

brow 

sound 

pouting 

sprouting 

towel 

frown 

around 

round 

shout 

pounded 

now 

about 

sourest 

shouted 

drowned 

flower 

aloud 

Sentence  Drill 


We  saw  a  big  owl  in  the  barn. 

I  saw  a  little  brown  owl  stand- 
ing on  the  fence. 

Can  you  come  to  my  house  and 
.play  with  me  ? 

Here  are  some  pretty  flowers 
for  you. 

Mamma  is  going  down  town. 

Baby  can  say,"How  do  you  do?" 


I  can  help  papa  with  the  plow- 
ing. 

See  these  nice  round  stones. 

Lie  down  on  the  lounge  and 
go  to  sleep. 

We  saw  some  pretty  speckled 
trout  in  the  stream. 

We  climbed  the  high  mountain. 

This  apple  is  too  sour  to  eat. 


MANUAL  FOR  TEACHERS 


47 


Do  you  like  sour  lemons  ? 

Can  you  count  to  one  thou- 
sand ? 

We  planted  some  sunflower 
seeds,  and  they  are  begin- 
ning to  sprout. 

The  painters  are  painting  our 
house.  It  will  be  a  brown 
house  now. 

Take  the  trowel  and  dig  in 
the  ground. 


We  went  to  the  store   for  a 

pound  of  tea. 
The  man  in  the  south 
Burnt  his  mouth 
Eating  cold  plum  porridge. 
I  scoured  my  doll's  knives  and 

made  them  nice  and  bright. 
This   is  the   house  that  Jack 

built. 
A  little  mouse  ran  across  the 

room. 


DRILL  FOR  PRIMER  PAGES  88-89 
Phonetic  Parts 

oy         oi         or 
oin         oil         ork         orn 


boy 

toil 

toiling 

broil 

broiled 

broiling 

j°y 

boil 
boiled 
point 
pointer 


pointed 

pointing 

coin 

boiler 

coil 

spoil 

spoiled 

spoiling 

hoist 

joint 

noise 


Word 

Drill 

join 

choice 

joining 

for 

toiler 

stork 

soil 

corn 

soiling 

born 

moist 

cord 

boyish 

thorn 

toy 

nor 

oyster 

short 

loyal 

scorn 

voice 

scorning 

border 

bordering 

Morse 

corner 

storm 

storming 

cork 

Norse 

form 

former 

horn 


north 

fork 

northern 

horse 

horses 

morn 

morning 

scorch 

torch 

shorter 

shortest 


48 


NATUKAL  BEADING 


Sentence  Drill 


Point  to  the  east. 

Point  to  the  west. 

Point  to  the  south. 

Let's  join  hands  and  make  a 

ring. 

I  saw  an  oyster  in  its  shell. 
My  sister  has  a  jointed  doll. 
Don't   spoil   your   nice    clean 

book. 
We  have  a  big  closet  for  our 

toys. 
My   big   horn    makes    a   loud 


I  woke  up  at  five  o'clock  this 

morning. 

We  were  out  in  the  storm. 
Have  you  a  knife  and  fork  ? 
Here    is    some    corn   for    the 

horses. 
Get  a  cork  for  this  bottle  and 

don't  spill  the  ink. 
Did   you  ever  play  "puss  in 

the  corner " ? 
Get  the  pitchfork  and  give  the 

horse  some  hay. 


noise. 


DKILL  FOR  PRIMER  PAGES  90-93 

Phonetic  Parts 
all  alk  aw  au 


ew 


awn 


awl 


Word  Drill 


aught 


paw 

Maud 

walking 

calling 

hauling 

balk 

paw 

walker 

saw 

straw 

stall 

draw 

fall 

chalk 

drawn 

fawn 

pause 

falling 

shawl 

walk 

caught 

pausing 

dawn 

Paul 

walked 

lawn 

malt 

cawing 

law 

walking 

hall 

walk 

wall 

halt 

small 

caw 

walked 

call 

haul 

sprawl 

.MAXUAL  FOR  TEACHERS 


49 


hawk 

talking 

dew 

stew 

newer 

screw 

smaller 

pause 

few 

newness 

mewing 

blue 

smallest 

cause 

mew 

flew 

brew 

flue 

strawberries 

because 

new 

stewing 

drew 

hue 

salt 

taller 

pew 

newest 

strew 

cue 

talk 

tallest 

yew 

grew 

Lewis 

screwing 

Sentence  Drill 


Let 's  play  on  the  lawn. 
Take    this    green    chalk    and 

draw  a  tree. 

London  Bridge  is  falling  down. 
My  sister  is  taller  than  I,  and 

baby  is  the  smallest  of  us  all. 
Do  you  like  to   draw  on  the 

blackboard  ? 
I  must  go  in  the  house,  because 

it  is  getting  late. 
This  is  the  malt  that  lay  in  the 

house  that  Jack  built. 
Does  your  horse  balk  ? 


I  saw  a  little  fawn.    What  is 

a  fawn? 

Mamma  has  a  pretty  pink  shawl. 
Do  you  like  strawberries  ? 
This  is  my  newest  doll. 
Have  you  a  new  hat? 
Get  some  screws  and  screw  the 

lid  on  the  box. 
My  bird  flew  away. 
Our  sunflowers  grew  up  tall. 
Have  you  a  blue  dress  ? 
Frank  drew  my  picture. 
Pick  a  few  violets  for  me. 


ook 


DRILL  FOR  PRIMER  PAGES  94-100 

Phonetic  Parts 
ood        oom       oon        ool        oot       ow       ou 


book  hook 

cook  good 

cooking        goodness 


ind 


Word  Drill 

look  wool 

looking       woolen 
hoof  foot 


hood        soot 
nook        wood 
rook         wooden 


50 


NATURAL  BEADING 


shook 

tool 

smooth 

crowed 

growing 

grind 

brook 

stool 

droop 

know 

own 

grinding 

crook 

school 

scoop 

known 

soul 

blind 

crooked 

cool 

proof 

show 

course 

rind 

crookedness 

cooler 

pool 

showing 

four 

kind 

stood 

foolish 

gloom 

flow 

pour 

kinder 

moon 

foolishness 

slow 

flowing 

pouring 

kindest 

noon 

room 

slower 

mow 

court 

finding 

soon 

brooru 

snow 

mowing 

fourth 

bind 

sooner 

tooth 

blow 

row 

fourteen 

binding 

spoon 

goose 

blower 

rowing 

find 

could 

food 

loose 

blowing 

grow 

wind 

would 

spool 

rooster 

crow 

grown 

mind 

should 

Sentence  Drill 


Are    there    any    fish    in    the 

brook? 

I  hurt  my  foot. 

Baby  has  a  pretty  little  fat  foot. 
Mamma  made  me  a  red  hood. 
Grace  is  cooking  breakfast. 
I  had  a  little  wooden  horse. 
We  stood  in  a  long  row. 
See  the  crooked  line. 
Bring     in     some     wood     for 

mamma. 

We  ran  to  school. 
Here  is  a  spool  for  the  kitten 

to  play  with. 
Grace  has  a  pet  rooster. 


Let 's  sit  in  this  nice  cool  room 

and  look  at  the  picture  book. 
The    dish    ran    off    with    the 

spoon. 
My  papa  comes  home   to  his 

lunch  at  noon. 
I  have  a  tool  chest.    It  has  a 

hammer  and   a   saw  and  a 

plane  in  it. 
The  man  in  the  moon 
Came  down  too  soon, 
To  ask  his  way  to  Norwich. 
The  man  in  the  south 
Burnt  his  mouth, 
Eating  cold  plum  porridge. 


PART  III 

BLACKBOARD  WORK 

AND 

SUPPLEMENTARY  READING 
SECOND  HALF  YEAR 


PART  III 


DIRECTIONS 


The  blackboard  work  in  Part  III  consists  of  the  development 
of  additional  sound  groups,  with  material  for  word  drill  and  sen- 
tence drill,  and  is  a  continuation  of  the  work  given  in  Part  II. 

This  blackboard  work  is  designed  for  use  with  any  reader 
intended  for  the  second  half  year  of  school.  The  work  here 
outlined  extends  the  power  of  the  child  to  read  phonetic  words. 
Such  new  sight  words  as  the  child  may  meet  in  any  reader 
should  be  told  him. 


adge 


Phonetic  Parts 
edge  idge  odge 


udge 


ence 


badge 

lodge 

Madge 

pledge 

judge 

fence 

ledge 

mince 

wedge 

since 

bridge 

quince 

dodge 

hence 

hedge 

prince 

trudge 

pence 

nice 

Word  Drill 

thence  flouncing 

pounce  bouncing 

flounce  fencing 

bounce  pouncing 

ounces  fenced 

quinces  bounced 

princes  pounced 

pounces  hinge 

bounces  fringe 
53 


ounce 


singe 
twinge 
plunge 
lounge 
hinges 
fringes 
lounges 
change 
range 

strange 
stranger 
strangest 
changing 
changed 
ranger 
mangei- 
danger 
lamb 

NATUBAL  READING 


crumb     numb     crumbs     earn          learn  heard  pearl 

thumb     limb       thumbs     earning    learning  earth  search 

dumb      lambs     limbs         earned      learned  Earl  searching 

Sentence  Drill 


We  ran  across  the  bridge. 
We  were  playing  hide  and  go 

seek,  and  we  hid  down  by 

the  hedge. 
Madge  put  some  pretty  fringe 

on  her  doll's  dress. 
Let 's  give  these  crumbs  to  the 

birds. 
My  uncle  has  fourteen  little 

lambs.    He  is  going  to  give 

me  one  little  pet  lamb. 
Will  you  learn  a  pretty  new 

song  for  papa? 
Do  you  like  mince  pie?_ 


My  brother  can  jump  over  a 

high  fence. 

Mamma  made  some  quince  jelly. 
See  how  high  my  ball  bounces. 
Put  baby  on  the  lounge  and 

let  her  take  a  nap. 
See  how  tall  the  corn  is  growing. 
Can  you  earn  ten  cents  next 

Saturday  ? 
We  have  a  big  range  in  our 

kitchen. 
We     heard    my    pet     rooster 

crowing  at  four  o'clock  this 

morning. 


Phonetic  Parts 


py 


gy 
iy 


zy 


cy 


e 


Word  Drill 


rainy 

hurry 

city 

pity 

prettily 

kindly 

lovely 

sleepy 

story 

dizzy 

lady 

nearly 

kitty 

ivy 

very 

happy 

nicely 

slowly 

daisy 

pony 

Nancy 

merry 

silly 

only 

funny 

downy 

shaggy 

fairy 

frosty 

early 

Harry 

every 

candy 

happily 

neatly 

daily 

MANUAL  FOE  TEACHERS 


55 


Benny 

cloudy 

sadly 

partly 

monkey 

Nellie 

joiiy 

empty 

partly 

dainty 

donkey 

pansies 

penny 

tiny 

hardly 

pantry 

chimney 

pennies 

jelly 

puppy 

starry 

salty 

barley 

stories 

Billy 

easy 

fifty 

hilly 

parsley 

parties 

lonely 

rosy 

ugly 

rusty 

turkey 

cities 

quietly 

sorry 

swiftly 

mighty 

journey 

puppies 

brightly 

Jenny 

twenty 

hungry 

honey 

monkeys 

sunny 

chilly 

thirty 

pansy 

money 

turkeys 

carry 

holly 

sixty 

muddy 

Bessie 

donkeys 

queerly 

dolly 

seventy 

surely 

Jessie 

chimneys 

quickly 

berry 

plenty 

closely 

Charlie 

lazy 

badly 

softly 

strangely 

Hattie 

Sentence  Drill 


Windy,  windy  weather, 

Frosty  weather ; 

When  the  wind  blows, 

We  all  go  together. 

Here  is  some  candy.    Now  we 

can  have  a  little  party. 
Mamma  made  some  strawberry 

jelly- 

Four  and  twenty  blackbirds 

Baked  in  a  pie. 

We  have  twelve  little  downy 

chicks. 
See  how  brightly  the  sun  shines 

so  early  in  the  morning. 
I  saw  a  bird's  nest,  but  it  was 


empty.    The  little  birds  had 

all  flown  away. 
My  brother  found  a  tiny  little 

puppy. 

Can  you  tell  me  a  fairy  story  ? 
How  many  pennies  have  you 

in   your  bank?    Have  you 

any  pennies  in  your  pocket  ? 
We  saw  a  funny  little  monkey. 
We  gave  him  some  peanuts 

and  that  made  him  happy. 
Did  you  ever  hear  the  story 

about  the  ugly  duckling? 
I     had     some    pretty    purple 

pansies. 


56 


NATURAL  BEADING 


Phonetic  Parts 


fill 
ure 


ace 
age 


il 
el 


ble 
able 


Word  Drill 


cheerful 

venture 

voyage 

anvil 

channel 

cheerfulness 

mixture 

lovable 

pencil 

chapel 

careful 

moisture 

agreeable 

pupil 

kernel 

faithful 

capture 

peaceable 

camel 

bushel 

faithfulness 

picture 

vegetable 

panel 

tassel 

gleeful 

village 

handsome 

parcel 

hazel 

playful 

sausage 

lonesome 

barrel 

mantel 

beautiful 

message 

tiresome 

level 

weasel 

hopeful 

courage 

winsome 

laurel 

quarrel 

graceful 

damage 

palace 

satchel 

travel 

thankful 

package 

terrace 

tunnel 

helpful 

cabbage 

necklace 

morsel 

pasture 

passage 

surface 

funnel 

failure 

manage 

furnace 

kennel 

« 

Sentence  Drill 


Did  you  ever  see  a  camel  ? 

Go  to  the  garden  and  get  some 
nice  fresh  vegetables. 

We  planted  a  vegetable  gar- 
den. 

Here  is  a  pencil  for  you. 

The  cattle  are  in  the  pasture. 


Our  little  puppies  are  very 
playful.  They  try  to  play 
with  the  mother  dog. 

Can  you  carry  this  big  parcel 
for  mamma? 

Baby  is  lonesome  when  we 
are  at  school. 


MANUAL  FOR  TEACHERS 


57 


The  king  and  queen  live   in 

the  palace. 
I  have  a  big  cabbage  in  my 

vegetable  garden. 
See  this  beautiful  rose.    It  is 

for  mamma.    Be  careful  and 

don't  let  it  wither. 
What  is  an  anvil  ? 


My  grandma  lives  in  a  little 
village. 

I  strung  some  beads  and  made 
a  pretty  necklace  for  baby. 

We  saw  the  anvil  in  the  black- 
smith's shop. 

See  if  you  can  carry  mamma's 
satchel. 


Phonetic  Parts 

tion 

tious 

en 

sion 

cious 

in 

ion 

ous 

ain 

Word  Drill 


mansion 

station 

gracious 

porous 

frozen 

urchin 

action 

section 

million 

gorgeous 

oven 

napkin 

auction 

junction 

trillion 

wooden 

sudden 

robin 

auctioneer 

question 

onion 

lighten 

children 

cousin 

motion 

portion 

cushion 

tighten 

chicken 

mountain 

caution 

mission 

fashion 

seven 

quicken 

captain 

mention 

permission 

opinion 

sharpen 

woolen 

bargain 

excursion 

cautious 

companion 

written 

satin 

fountain 

addition 

luscious 

joyous 

blacken 

basin 

certain 

attention 

precious 

famous 

sweeten 

cabin 

vacation 

delicious 

wondrous 

broken 

raisin 

My  big  brother  can  count  up 

to  one  million. 
Have  you  written  your  lesson  ? 


Sentence  Drill 

We  are  going  to  the  railroad 
station  to  meet  papa  when 
he  comes  on  the  train. 


58 


NATURAL  READING 


Do  you  like  raisins  ? 

I  am  going  to  visit  my  cousins 
when  vacation  comes. 

A  robin  has  a  nest  in  our  gar- 
den. 

Get  some  cushions  and  put 
them  in  the  hammock.  Then 
we  can  be  comfortable. 

The  chickens  scratched  up  my 
vegetable  garden.  I  had 


planted  some  peas  and  beans 

and  onions. 
Please  sharpen  my  pencil.    I 

have  broken  the  point. 
That    big    house    is    called    a 

mansion. 
The  children  like  to  play  out 

in  the  old  log  cabin. 
We  climbed  a  high  mountain 

last  summer. 


Phonetic  Parts 

a 

out 

ble 
die 

gle 
tie 

in 

fle 

pie 

Word  Drill 


about 

amusement 

outshine 

invite 

title 

around 

alive 

outline 

instead 

brittle 

across 

along 

outbound 

intrude 

stifle 

adrift 

alone 

outer 

table 

trifle 

agree 

aloud 

invent 

sable 

eagle 

alarm 

amazement 

invention 

cable 

double 

again 

abundant 

invert 

ladle 

trouble 

against 

aboard 

indent 

cradle 

feeble 

aside 

awake 

intend 

needle 

people 

awhile 

away 

insist 

idle 

marble 

adopt 

April 

insisting 

bridle 

turtle 

afraid 

apricot 

inside 

rifle 

girdle 

agreement 

acorn 

inquire 

noble 

myrtle 

amuse 

outside 

inquiring 

bugle 

.MANUAL  FOR  TEACHERS 


59 


Sentence  Drill 


My  dog  always  runs  when  he 

hears  the  fire  alarm.  He  likes 

to  race  the  horses  to  the  fire. 

He  is  not  afraid  of  the  fire. 
My  sister's  birthday  comes  in 

April. 
We  have  an  apricot  tree.    Do 

you  like  apricots  ? 
We   went   to   the   woods  and 

gathered  some  acorns  from 

the  big  oak  trees. 
We  saw  a  big  eagle  up  on  the 

mountain. 


Here  is  the  church  and  here 

is  the  steeple, 
Open  the  door  and  see  all  the 

people. 

Hear  the  bugle  call. 
Please  find  mamma's  needle. 
Papa  has  a  new  saddle  and  a 

new  bridle  for  his  horse. 
Can  you  amuse  the  baby  and 

keep  her  from  crying  ?   Baby 

does  n't  like  to  stay  alone. 
Mamma  says  that  I  can  invite 

you  to  my  party. 


be 


Phonetic  Parts 
de  re 

Word  Drill 


pre 


follow 

following 

listen 

because 

belong 

tallow 

willow 

hasten 

before 

beyond 

narrow 

minnow 

glisten 

below 

between 

elbow 

borroAV 

fasten 

becoming 

beside 

arrow 

shallow 

fastening 

begin 

behind 

fellow 

meadow 

glistening 

beginning 

beseech 

mellow 

yellow 

listening 

began 

deceit 

shadow 

hollow 

softening 

beneath 

deceive 

sparrow 

often 

become 

behave 

decline 

pillow 

soften 

became 

behold 

declare 

60 


NATURAL  BEADING 


defeat 

delightful 

recess 

replying 

preserve 

defend 

depart 

receive 

select 

prepare 

delay 

departure 

refresh 

secure 

prefer 

degree 

deserve 

refreshment 

pretend 

delaying 

destroy 

rejoice 

pretending 

delight 

recall 

reply 

prevent 

Sentence  Drill 


Come  and  play  follow  the 
leader.  You  may  be  the 
leader.  I  will  go  behind 
you. 

See  how  big  my  shadow  looks. 

We  ate  our  lunch  under,  the 
willow  trees. 

See  the  little  brown  spar- 
rows. 

Here  is  a  pillow  for  papa.  He 
is  tired. 

Let  baby  sit  between  us  on 
the  bench. 

If  you  will  listen,  you  will 
hear  the  bird  sing.  It  is  a 
meadow  lark. 


See  the  dewdrops  glistening 
on  the  grass. 

Mamma  is  making  apricot  pre- 
serves. 

Does  this  pencil  belong  to 
you? 

Baby  must  not  destroy  her 
toys. 

I  must  hurry  home  because 
mamma  wants  me. 

Baby  is  delighted  with  her 
new  playthings. 

I  have  a  bow  and  some 
arrows.  I  can  shoot  the 
arrows  up  into  the  willow 
trees. 


com 
con 


ap 
ad 


Phonetic  Parts 

ac 
af 


at 
an 


ab 

as 


MANUAL  FOR  TEACHERS 


61 


Word  Drill 


combine 

conductor 

advice 

Atlantic 

command 

appear 

address 

assist 

commence 

appearing 

adventure 

assistance 

compel 

appearance 

advance 

astonish 

compelling 

abrupt 

advancement 

astonishment 

complete 

absent 

affection 

angry 

completed 

absence 

afford 

animal 

completing 

according 

attack 

ankle 

compelled 

account 

attend 

annoy 

commencement 

accuse 

attention 

annoyance 

complain 

acquaint 

attic 

angle 

complained 

acquaintance 

attract 

anchor 

complaining 

admit 

attractive 

consent 

admittance 

attempt 

confuse 

admire 

attempted 

dis 


dismay 

disappoint 

disappointment 

disappointed 

discard 

display 

disturb 

distinct 

distinctly 


mis 


Phonetic  Parts 
per          pro 


en 


ex 


discharge 

misstep 

mistake 

mistaken 

persist 

perform 


Word  Drill 

procession 

protect 

protection 

pronounce 

promote 

promotion 


performance  prolong 
perfume  provide 
proceed  enjoy 


entice  exchange 

entreat         excuse 

engage          express 

explain         exact 

explaining   extend 

expect 

expected 

excite 

excitement 


62 


NATURAL  BEADING 


Sentence  Drill 


My  mamma  does  not  want  me 
to  be  absent  from  school 
unless  I  am  sick. 

We  are  going  to  see  the  pro- 
cession. 

My  papa  has  gone  across  the 
Atlantic  Ocean  in  a  big 
ship. 

Mamma  is  reading  me  about 
the  adventures  of  Robinson 
Crusoe. 

We  like  to  play  in  the  attic. 

I  have  a  red  express  wagon. 


Will  you  come  and  play  with 
me  next  Saturday?  I  shall 
be  disappointed  if  you  don't 
come. 

My  sister  was  promoted. 

Will  you  exchange  this  book 
for  me  ? 

We  are  going  to  have  a  circus 
performance  in  our  yard.  We 
shall  expect  you  to  come. 

Don't  make  too  much  noise 
and  disturb  mamma  when 
she  is  resting. 


Phonetic  Parts 
inter  under  ob  oc 

Word  Drill 


op 


al 


interfere 

already 

poison 

whistling 

cedar 

interest 

almost 

collar 

cent 

cement 

understand 

also 

dollar 

century 

center 

understood 

always 

cedar 

cell 

centipede 

undertake 

beckon 

nectar 

cider 

central 

obtain 

beckoning 

poplar 

cistern 

certain 

obstruct 

lesson 

mirror 

ceiling 

certainly 

occur 

reason 

parlor 

cinder 

circle 

occurred 

reasoning 

whistle 

cease 

city 

oppose 

reasonable 

rustle 

cylinder 

cities 

obstruction 

prison 

castle 

circus 

.MAXUAL  FOR  TEACHEES 


63 


Sentence  Drill 


I  have  ten  cents. 

Our  cistern  is  full  of  water. 

Can  you  throw  this  ball  as 
high  as  the  ceiling? 

We  saw  the  circus  parade. 

Stand  in  the  center  of  the 
circle  and  show  us  a  game 
to  play. 

Draw  a  circle  on  the  black- 
board. 

Which  do  you  like  the  best, 
the  city  or  the  country  ? 

Did  you  ever  see  a  centipede  ? 


Can  you  make  a  clay  cylin- 
der? 

See  all  the  cells  in  the  honey- 
comb. 

My  sister  has  a  promotion 
certificate. 

I  saw  a  row  of  cedar  trees. 
Did  you  ever  see  a  poplar 
tree? 

Mamma  has  a  big  mirror  in 
her  room. 

How  many  ten-cent  pieces  are 
there  in  a  dollar  ? 


Phonetic  Part 


Word  Drill 


Philip 

sphere 

glove 

done 

Monday 

phaeton 

ought 

gloves 

none 

money 

physician 

bought 

shovel 

son 

honey 

pheasant 

brought 

shoveling 

won 

cover 

photograph 

thought 

loving 

ton 

color 

camphor 

thoughtful 

come 

month 

comfort 

nephew 

sought 

comes 

front 

discover 

orphan 

love 

coming 

sponge 

among 

sulphur 

dove 

some 

monkey 

wonderful 

cipher 

doves 

one 

young 

nothing 

64 


NATURAL  BEADING 


tongue          brother          they  freight  veil 

wonder         smother         obey  neigh  skein 

other  smothered     eight  neighbor  reindeer 

mother          another          weight          weigh  neighborhood 

Sentence  Drill 


My  brother's  name  is  Philip. 
We  have  a  photograph  of  the 

baby. 
I    like    to    ride    in    mamma's 

phaeton. 
I    saw   a    pheasant.     Do    you 

know  what  a  pheasant  is? 
Find  me  a  sphere. 
Get  the  shovel  and  shovel  up 

the  sand. 
I    bought   mamma   a   pair   of 

gloves  for  a  birthday  present. 


is     your     new 


What     color 

dress  ? 

Do  you  like  bread  and  honey? 
The  king  was  in  the  counting 

house 

Counting  out  his  money. 
The  queen  was  in  the  kitchen 
Eating  bread  and  honey. 
Santa  Glaus  drove  eight  tiny 

reindeer. 
I  wonder  where  the  reindeer 

are  now. 


Word  Drill 


puss 

piece 

receiving 

prove 

threaten 

full 

brief  , 

Ruth 

prune 

thread 

pull 

chief 

truth 

improve 

head 

push 

shield 

truthful 

work 

meant 

bush 

thief 

ruby 

word 

deaf 

cushion 

belief 

truant 

worm 

ask 

pudding 

believe 

true 

world 

task 

bullet 

deceive 

brunette 

worse 

bask 

pulpit 

receive 

brute 

worst 

basket 

field 

believing 

rule 

bread 

flash 

yield 

deceiving 

move 

spread 

glass 

MANUAL  FOR  TEACHEKS 


65 


pass 

lass 

brass 

class 

grass 

dance 

prance 

glance 


grasp 

clasp 

fast 

fasten 

last 

past 

chaff 

staff 


quaff 

aft 

after 

waft 

raft 

draft 

craft 

shaft 


calf 

calm 

half 

palm 

aunt 

psalm 

daunt 

laugh 

haunt 

laughing 

jaunt 

laughed 

launch 

laughter 

aim 

calves 

Sentence  Drill 


Sing,  sing,  what  shall  I  sing  ? 
The  cat   ran    away  with   the 

pudding  bag  string. 
Ruth  is  a  little  girl  who  lives 

in  our  neighborhood. 
Puss  likes  to  sleep  on  mamma's 

nice  soft  cushion. 
I  have  some  rosebushes  in  my 

garden. 
Your    writing    is     improving 

every  day. 


Do  you  like  prunes? 

Please   spread   some   jelly  on 

my  bread. 
Can     you     thread     mamma's 

needle  for  her? 
Here  is  a  nice  basket  of  fruit 

for  grandma. 
The  grass  needs  cutting.    Can 

you  run  the  lawn  mower? 
Mamma    has    a   ruby    in    her 

ring.    What  color  is  a  ruby  ? 


APPENDIX 


BLACKBOARD  WORK 

ARRANGED  FOR 

CYR'S   PRIMER  AND  FIRST  READER 


APPENDIX 

THE  APPLICATION  OF  THE  NATURAL  READING 
METHOD  TO  THE  CYR  READERS 

The  method  here  presented  is  the  same  as  that  given  in  the  pre- 
ceding pages  of  this  Manual.  The  arrangement  differs,  in  part, 
through  following  the  order  of  words  found  in  the  Cyr  Primer. 

For  clearness  and  for  convenience  in  using  the  method  with  this 
set  of  words,  the  detailed  directions  which  are  given  in  Part  I  of 
this  Manual  are  repeated. 

FIRST  STEP.     THE  SENTENCE 
BLACKBOARD  READING 

NOTE.  The  words  used  in  these  sentences  arranged  for  preliminary 
blackboard  work  are  those  found  in  the  first  twenty  pages  of  the  Cyr 
Primer. 

Call  a  child  to  the  front  and  ask  him  to  run  across  the  room. 
Then  place  upon  the  blackboard  the  sentence 

I     can     run 

and  read  it  to  the  child.  The  child  may  then  read  the  sentence,  as 
a  whole,  slipping  the  pointer  across  the  entire  sentence  and  not 
stopping  at  the  separate  words.  Repeat  with  several  children  in 
turn. 

Erase  this  sentence,  place  upon  the  blackboard 

I     can     catch     you 
and  proceed  as  with  the  former  sentence. 


70  NATURAL  HEADING 

In  this  way,  teach  in  turn  several  "  action "  sentences,  review- 
ing meanwhile  all  that  have  been  presented.  At  first  have  but  one 
sentence  at  a  time  on  the  blackboard  until  there  is  no  longer  danger 
of  confusion. 

Action  sentences  : 

I     can     run. 

I     can     catch     you. 

I     can     play. 

I     can     sing. 

I     can     feed     my     kitty. 

I     can     fly     like     a     bird. 

I     can     ride     a     horse. 

Again,  place  in  a  group  several  objects  and  ask  a  child  to  select 
one.  As  he  holds  it  (a  book,  for  example),  place  upon  the  black- 
board the  sentence, 

I     have     a     book. 

Bead  it  to  the  child,  and  let  him  read  it.  Erase  this  sentence, 
permit  another  child  to  choose  an  object,  and  continue  as  follows : 

I  have  a  doll. 

I  have  a  bird. 

I  have  a  nest. 

I  have  a  slate. 

I  have  a  horse. 

I  have  a  cow. 

I  have  a  kitty. 

Use  toy  or  picture  bird,  cow,  etc. 

With  the  same  group  of  objects,  follow  with  the  sentences, 

Take  the  book. 

Take  the  doll. 

Take  the  nest,     etc. 

Look  for  the     slate. 

Look  for  the     kitty,     etc. 


MANUAL  FOR  TEACHERS  71 

Continue  introducing  short  sentences,  using  the  words  in  the  list 
on  page  73.  At  this  early  stage  a  sentence  containing  a  new  word 
must  first  be  read  to  the  child. 

Whatever  plan  is  used,  each  sentence  presented  should  be  inter- 
esting from  the  child's  point  of  view.  It  is  better  to  tell  the  whole 
story  in  one  sentence  and  have  it  strong,  as,  — 

My     papa    has     a     new     gun, 
than  to  dilute  it  and  spread  it  through  many  weak  sentences,  as,  — 

See     my     papa. 
See     the     gun. 
I     see     my     papa. 
I     see     the     gun. 
It     is     papa's     gun. 
It     is     a     new     gun. 

Nonsense  jingles  are  always  well  received,  and  many  needed 
words  may  be  introduced  in  this  way  which  would  not  lend  them- 
selves readily  to  good  vital  sentences. 

Run,     run,     run, 

Oh,     see     the     fun  ! 

Here     we     go 

All     in     a     row. 

Hip,     hip,     hop, 

Do     not     stop. 

SECOND  STEP.     THE  WORD 
BLACKBOARD  READING  —  Continued 

Place  upon  the  blackboard  a  group  of  sentences,  which  the  chil- 
dren know  how  to  read,  as  : 

I     have     a     book. 
I     have     a     cow. 
I     have     a    nest. 
I     have     a     slate. 


72  NATURAL  READING 

Let  the  children  read  them. 
As  the  children  watch,  erase 

/    have,     I    have,     I    have,     I    have, 

leaving 

a     book. 

a     cow. 
a     nest, 
a     slate. 
Have  the  children  tell  what  remains.    Then  erase  a,  a,  a,  a,  leaving 

the  single  word 

book. 

cow. 
nest, 
slate. 

Retain  these  words  for  daily  drill,  rearranging  their  order  from 
day  to  day. 

Again,  place  upon  the  blackboard  the  same  group  of  sentences, 
and  as  the  children  watch,  erase  a  book,  a  cow,  a  nest,  a  slate, 

retaining 

I     have. 

I  have. 
I  have. 
I  have^ 

Erase  I,  retaining  have,  and  add  I  and  have  to  the  list  of  words 
for  daily  drill. 

NOTE.  To  economize  time,  the  daily  word  drill  may  be  a  concert 
exercise.  The  danger  in  concert  work  is  that  a  few  children  lead ;  the 
others  follow  and  derive  very  little  benefit.  This  difficulty  may  be  over- 
come by  permitting  the  leaders  to  stop  reciting,  as  they  seem  to  know  the 
words,  thus  throwing  the  responsibility  upon  the  weaker  ones  and  giving 
the  drill  where  it  is  most  needed. 

In  this  way,  give  the  sentences, 
I     can     run. 
I     can     play. 
I     can     sing,     etc. 


MANUAL  FOR  TEACHERS  73 

Erase  /  can,  I  can,  I  can,  leaving 

run. 
play, 
sing. 

Continue  until  the  list  of  sight  words  below  is  complete. 
It  is  important  that  these  words  be  so  thoroughly  learned  that 
there  can  be  no  hesitation  nor  doubt,  for  upon  the  absolute  cer- 
tainty of  the  child's  recognition  of  these  words  depends  the  ease 
and  success  of  the  next  step. 

At  this  stage  the  three  lines  of  daily  work  are : 

1.  Drill  on  the  separate  words  for   rapidity  and  accuracy  in 
recognizing,  regardless  of  meaning. 

2.  Sentences  giving  a  new  arrangement  of  these  words. 

3.  New  sentences  introduced  as  the  former  ones  were,  these  sen- 
tences containing  new  words.    They  must  be  told  the  child  outright 

—  and  told  him  again  if  he  does  not  remember  them.  There  must 
be  no  guessing  nor  puzzling,  for  as  yet  the  child  cannot  be  expected 
to  have  a  clew  to  the  new  words. 

WORDS  FROM  PRIMER  PAGES  1-21 

a  do  I  nest  see 

am  feed  kitty  on  take1 

at  for  little  oh  tree 

and  fly  look  papa  the 

book  go  like  pretty  to 

bird  give  mamma  plav  vou 

baby  horse  my  run  your 

big  have  me  ride  yes 

can  has  mouse  sing1  Alice 

catch  is  mice  sew  John 

cow  in  may  school  Willie 

doll  it  milk  slate 

1  The  words  sing  and  take  occur  later  in  the  Primer,  not  in  the  first  twenty 
pages,  but  they  are  added  here  for  use  in  the  next  step. 


74  NATURAL  READING 

THIRD  STEP.     PHONETIC  PARTS  OF  WORDS 
BLACKBOARD  READING — Continued 

1.  Place  upon  the  blackboard  the  word  sing.  As  the  children 
watch  your  lips,  pronounce  the  word  sing,  prolonging  slightly  and 
making  prominent  the  initial  sound  s.  Have  the  children  tell  what 
sound  comes  first  in  speaking  the  word  sing,  or  rather,  ask  them 
to  show  how  they  would  begin  to  say  the  word  sing. 

Erase  ing,  leaving  only  s. 

Place  see  on  the  blackboard,  arid  proceed  as  with  sing,  —  erasing 
ee,  leaving  only  s. 

Write  the  word  mice.  Pronounce,  making  prominent  the  sound 
m.  Erase  ice,  leaving  m  ;  continue  with  may,  mouse,  milk,  erasing 
ay,  ouse,  ilk. 

Continue  this  plan  and  teach  the  consonant  sounds  from  the 
following  words. 

b— book  1— little 

bird  look 

big  like 

c — can  m — mice 

catch  may 

cow  milk 

d — doll  mouse 

f — feed  n — nest 

for  p — papa 

g— go  r— run 

h — horse  ride 

J — John  s — sing 

k — kitty  see 

t — take 
W— Willie 
y— yes 


MANUAL  FOR  TEACHERS  75 

The  initial  v  occurs  for  the  first  time  in  Primer,  page  68,  very. 
Therefore  it  may  be  taught  later.  The  initial  z  being  so  uncom- 
mon, it  may  be  omitted  at  this  point. 

Drill  on  these  consonants,  as  separate  sounds  should  be  discon- 
tinued as  soon  as  the  drill  begins  in  reading  lists  of  words  in  which 
they  are  constantly  repeated.  See  Fourth  Step. 

2.  Again,  place  upon  the  blackboard  the  word  sing.  Erase  s, 
leaving  ing.  Tell  the  children  what  it  is,  and  let  them  pronounce 
it.  This  must  remain  as  it  is,  ing,  no  attention  being  called  to  the 
separate  letters. 

Continue  with  the  following  sight  words,  erasing  the  initial 
consonants  and  retaining  the  part  that  remains  as  a  phonetic  part 
or  sound  group. 

sing  fplay  big 

fsee  [may  ride 

{tree  bird  feed 

can  nest  cow 

[book  run  for 

{look  mice  take 

slate  catch 

From  these  words  obtain 

ing  ird l  ide 

ee  est  eed 

an  un  ow 

ook  ice  or 

,         ate  atch  ake 

To  which  add  am,  at,  and,  it,  in,  from  the  word  list. 

The  remaining  words  in  the  list  are  to  be  retained  as  pure  sight 
words.  There  are  not  a  sufficient  number  of  words  that  resemble 
them  in  sound  to  make  them  useful  as  phonetic  foundations. 

1  Retain  sound  group  ir,  not  necessarily  ird.  Words  containing  ir  plus  con- 
sonant (ird,  irt,  inn,  etc.)  are  given  in  a  later  group.  See  pages  44-45. 


76  NATURAL  READING 

This  completes  the  preliminary  blackboard  reading.  It  will  take 
probably  from  six  to  eight  weeks. 

At  this  point  the  child  may  begin  reading  the  Primer,  while 
blackboard  reading  is  still  carried  on. 

As  soon  as  a  word  has  been  resolved  into  its  phonetic  parts,  it 
may  be  dropped  from  the  list  of  sight  words,  the  drill  being  given 
to  the  phonetic  parts  only. 

FOURTH  STEP.    RECOMBINATION  OF  PHONETIC   PARTS, 
FORMING  NEW  WORDS 

LINES  OF  WORK 

f  1.    Read  Primer  to  page  21. 

Time,  about   |  2.    New  sight  words  from  Primer,  pages  21-40. 
four  weeks  1  3.    Recombining  phonetic  parts  into  new  words. 

Blackboard  sentences  containing  these  new  words. 

Place  upon  the  blackboard  the  following  new  words. 

sun 
say 
sand 
sit 
sake 
side 
seed 
sat 

Pronounce  the  words  slowly  and  very  clearly,  making  plain  to 
the  child  the  result  of  the  new  blending  or  combining  of  the  familiar 
phonetic  parts  without  making  any  more  of  an  artificial  separation 
than  is  necessary  to  help  the  child  over  this  new  step.  The  word 

is  not  s-un,  nor  s un,  it  is  sun ;  and  to  make  a  pause 

between  the  two  parts  instead  of  blending  at  once  puts  a  stumbling- 
block  in  the  way. 


MANUAL  FOR  TEACHERS 


77 


The  success  of  this  exercise  lies  in  the  child's  ability  to  pro- 
nounce promptly  the  separate  phonetic  parts.  There  must  be  no 
uncertainty,  no  guessing. 

Continue  with  man 

mate 
match 
mat 
make 

reading  them  as  before  and  having  the  child  read  them  several  times. 
Then  continue  with  the  following  words.    They  need  not  all  be 
read  to  the  child.    He  should  soon  show  ability  to  combine  the 
phonetic  parts  and  read  new  words  for  himself. 

Word  Drill 


sun 

rest 

lit 

hat 

dig 

bin 

rings 

say 

rice 

latch 

hide 

day 

jam 

rests 

sand 

ran 

lay 

hatch 

date 

jig 

fans 

sit 

rake 

lake 

hay 

Dan 

pat 

hands 

sake 

ride 

land 

hit 

Kate 

Pig 

cooking 

side 

ray 

late 

how 

kit 

patch 

resting 

sing 

ram 

Lee 

hook 

king 

pay 

singing 

seed 

ring 

nest 

ham 

bat 

pin 

saying 

see 

run 

now 

hand 

best 

pan 

feeding 

sat 

fat 

nice 

cat 

big 

wake 

running 

Sam 

fig 

need 

cake 

book 

west 

digging 

man 

fun 

nor 

can 

band 

wing 

winning 

mate 

feed 

Nan 

catch 

bee 

wide 

patting 

match 

fan 

Nat 

cook 

bird 

win 

cunning 

make 

fit 

tin 

cow 

bow 

way 

mice 

fin 

take 

gun 

bake 

wee 

mat 

for 

tan 

gate 

bay 

wig 

may 

look 

tide 

gay 

bit 

weed 

rat 

lest 

took 

deed 

bun 

runs 

78  NATURAL  READING 

Sentence  Drill1 

Run,  run,  run,  Baby  has  cunning  little  hands. 

Oh,  see  the  fun  !  Baby  can  play  pat-a-cake. 

We  have  a  big  fig  tree.  A  wee,  wee  bird, 

Do  you  like  figs  ?  In  a  wee,  wee  nest. 

I  can  ride  on  papa's  hors*e.  Make  a  bow. 

Baby  likes  to  play  in  the  sand.  The  little  mouse  bit  my  cake. 

Can  you  make  a  cake  ?  See  the  bee. 

I  can  take  the  baby  and  mamma  Baby  feeds  the  birds. 

can  rest.  Pat  papa's  horse. 

Can  you  cook  ?  Nan  is  digging  in  the  sand. 

Bake  a  cake  for  papa.  Do  you  like  to  dig  in  the  sand  ? 

I  ran  to  school.  Latch  the  gate. 

My  papa  has  a  gun.  Do  you  like  jam  ? 

I  can  play  in  the  hay.  I  like  cake  and  jam. 
Baby  took  a  ride  on  papa's  horse. 

WORDS  FROM  PRIMER,  PAGES  21-40 

NOTE.  In  each  advanced  set  of  words  from  the  Primer  there  are  some 
that  it  will  not  be  necessary  to  teach  as  sight  words,  since  they  contain 
sound  groups  previously  taught.  The  child  should  be  able  to  read  these 
words. 

Words  that  do  not  fall  under  any  phonetic  classification  —  been,  want, 
what,  etc.  —  should  be  retained  as  sight  words. 

The  words  given  are  selected  because  of  their  usefulness  in  further 
phonetic  drill. 

glad  (let  did  (not  nut  little 

thank 

Grace 

gave 

pail 


let 
get 
Ned 

did               fnot 
will             1  got 
think              rose 

nut 
up 

her 

wish               boat 

time 

white 

1  See  page  12. 

MANUAL  FOR  TEACHERS 


79 


Phonetic  Parts 


ad 

et               id                 ot 

ut 

ank 

ed               ill                ose 

up 

ace 

er               ink              oat 

ave 

ish 

ail 

ime 

ite 

Also  :  sh  —  she 

wh  —  white 

th1  —  them,  that 

th  —  thank. 

tie 


LINES  OF  WORK 

Read  Primer  to  page  41. 
Time,  about  |  New  words  from  Primer,  pages  41-60. 
two  weeks  i  Phonetic  parts  of  these  words. 

[Continue  recombiuing,  forming  new  words. 

Word  Drill 


sad 

sailing 

rail 

net 

letting 

but 

set 

saddest 

railing 

netting 

lad 

boat 

sets 

mad 

rose 

not 

lace 

bill 

setting 

met 

fed 

nail 

link 

had 

sup 

mill 

fill 

nails 

led 

hail 

sank 

mills 

filling 

nailing 

lime 

hailing 

sill 

mink 

face 

nose 

lid 

hid 

save 

mail 

fish 

nut 

bad 

her 

sink 

mailing 

fishes 

nuts 

bit 

hill 

sinking 

race 

fishiag 

Ned 

bank 

hills 

sail 

rill 

fail 

let 

bed 

hot 

sails 

red 

failing 

lets 

bite 

hose 

1  See  note 

on  variable 

sound  groups, 

page  26. 

80 


NATURAL  READING 


hut 

cups 

wet 

thinner 

shook 

thinking 

glide 

did 

cot 

will 

better 

shake 

slate 

Grace 

dish 

kid 

wave 

fatter 

shave 

slam 

grand 

dishes 

kill 

wedding 

bitter 

shed 

slammed 

gray 

dime 

kite 

wink  ' 

fisher 

shot 

slit 

grin 

get 

jet 

winking 

fisherman 

shut 

slice 

grit 

getting 

Jill 

wish 

hatchet 

shutting 

slide 

little 

gave 

pet 

wishing 

rested 

shutter 

slid 

battle 

got 

petting 

supper 

needed 

those 

slat 

rattle 

goat 

pup 

dinner 

landed 

than 

sled 

settle 

goats 

pave 

butter 

handed 

thin 

play 

bottle 

cut 

pail 

singer 

looked 

thinner 

plan 

nettle 

cutting 

pot 

ladder 

fanned 

thinnest 

plate 

kettle 

cave 

tank 

hatter 

cooked 

thing 

plow 

coat 

time 

hammer 

patched 

thank 

plank 

coats 

tail 

catcher 

pinned 

thanking 

place 

cup 

Ted 

letter 

matched 

think 

glad 

Sentence  Drill 


Let 's  go  for  a  sail  in  my  boat. 

We  can  sail  on  the  lake. 

My  doll  has  a  lace  hat. 

We  have  a  pet  goat. 

Have  you  a  bank  ? 

Baby  has  a  little  red  tin  pail. 

I  have  a  tin  cup. 

A  nice  little  fish, 

In  a  nice  little  dish. 

Let  's  go  fishing.     We  can  go  in 

my  boat. 

Cut  the  cake  and  make  the  tea. 
This  pretty  cup  is  for  you. 


See  the  pretty  red  rose. 

I  fed  the  little  fish. 

Let 's  run  a  race. 

Ted  has  a  kite. 

I  am  a  fisherman.    I  can  catch 

fish. 
Mamma  can  cook  the  fish   for 

supper. 

Have  you  a  sled  ? 
I  have  a  little  hatchet. 
It  is  dinner  time  now. 
Baby  can  say,  "  Thank  you." 
Jill  is  my  gray  kitty. 


MAXUAL  FOE  TEACHERS 


81 


Baby  has  a  little  plate. 
Let's  cut   a  slice   of   cake 

baby's  plate. 
I  have  a  dime  in  my  bank. 


Can    you    mail    the    letter    for 
for          mamma  ? 

I  wish  that  I  had  a  hammer  and 
some  nails. 


cap 
back 

name 
saw 


ap 
ack 
ame 
aw 


WORDS  FROM  PRIMER,  PAGES  41-60 

sleep  fhim  dog  must 

dear  \swim  hope 

fgold 

{told 

[cold 

good 

soon 

{out 
found 
south 

Phonetic  Parts 

eep        im         og       ust 
ear  ope 

old 

ood 

oon 

{out 
ound 
outh 


Time,  about 
two  weeks 


LINES  OF  WORK 

Read  Primer  to  page  61. 
New  words  from  Primer,  pages  61-80. 
Phonetic  parts  of  these  words. 
Continue  recombining. 

1  See  page  82. 


82 


NATURAL  READING 


Word  Drill 


moon 

found 

cold 

hope 

shearing 

must 

folded 

colder 

hold 

shuttle 

mold 

folding 

coldest 

holding 

thaw 

mouth 

fold 

came 

Jim 

whack 

molding 

nap 

dear 

just 

slack 

molded 

name 

deep 

jaw 

sleep 

mound 

noon 

deeper 

Jack 

slim 

map 

near 

deepest 

jacket 

slope 

Mack 

tap 

dim 

keep 

swing 

rap 

tapping 

dog 

keeping 

swinging 

rust 

tapped 

dust 

lap 

sweep 

rusted 

tack 

dusted 

log 

swim 

rack 

tacked 

duster 

lame 

swimming 

racked 

tacking 

dusting 

law 

free 

racket 

tame 

dame 

peep 

Fred 

raw 

tear 

dearest 

peeping 

frame 

rope 

told 

deep 

peeped 

frog 

round 

timid 

game 

pack 

flat 

sap 

back 

gold 

packed 

flatter 

sack 

backing 

gust 

packing 

flake 

sawing 

backed 

good 

pound 

flit 

soon 

bold 

him 

paw 

float 

sold 

bolder 

hog 

wood 

floating 

same 

boldest 

hack 

weep 

flap 

fog 

bound 

hear 

year 

flame 

fear 

cap 

hearing 

sheep 

NOTE.  Words  containing  ou  -f  consonant  (out,  our,  ound,  etc.)  and  ow  + 
consonant  are  given  on  page  46.  For  ook,  ood,  and  oon  words  see  page  49. 

These  words  may  all  be  read,  omitting,  at  this  point,  words  ending  in 
suffixes  ness,  ain,  el. 


MANUAL  FOR  TEACHERS 


83 


Sentence  Drill 


I  saw  the  moon. 

My  kitty  is  tame. 

Have  you  a  rope  ? 

I  sold  my  old  sled.    Now  I  can 

have  a  red  sled. 
I  saw  papa  shearing  the  sheep. 
Baby  likes  to  dust  for  mamma. 
She  has  a  little  duster. 
I  can  sweep. 
I  have  a  little  gray  squirrel.    It 

is  tame  now. 

I  can  sing,  "  Sleep,  baby,  sleep." 
We   can  have   a  picnic  in   the 

woods.    We  can  make  a  swing. 

I  have  a  rope. 
Can  you  swim  in  the  lake  ? 


Can  you  swim  where  it  is  deep  ? 

It  is  cold  to-day.  Where  is  my 
coat? 

Baby  has  a  little  gold  ring. 

See  the  pretty  white  boat  float- 
ing on  the  lake. 

Papa  is  sawing  the  wood.  I  like 
to  saw. 

Baby  had  a  nap. 

My  dog's  name  is  Jack. 

My  kitty's  name  is  Jill. 

Where  is  my  cap  ? 

Let 's  play  a  game.  Let 's  play 
seesaw. 

My  hammer  can  go  "rap-a-tap- 
tap." 


WORDS  FROM  PRIMER,  PAGES  61-80 


made 

Then 

[pick 

barn 

{when 

{sick 

farm 

eat 

find 

all 

tea 

corn 


duck 


Phonetic  Parts 


ar 


en 

eat 

ea 


ick 
ind1 


orn 


ade 
farn 
{arm 
all 
From  very,  initial  consonant  v. 

1  See  note  on  variable  sound  groups,  page  26. 


uck 


84 


NATURAL  READING 


LINES  OF  WORK 

{Read  Primer  to  page  81. 
New  words  from  Primer,  pages  81-102. 
Phonetic  parts  of  these  words. 
Continue  recombining. 


Word  Drill 


made 

sick 

beat 

hen 

men 

sea 

ball 

hind 

morn 

sickest 

call 

heat 

morning 

seat 

caller 

kick 

meat 

suck 

calling 

kinder 

mind 

ten 

called 

kindest 

fade 

tick 

corn 

pen 

farm 

ticket 

den 

pick 

fall 

tall 

Dick 

picking 

falls 

tea 

duck 

wall 

falling 

luck 

ducks 

wick 

find 

Ben 

horn 

wicked 

finding 

barn 

harm 

wade 

rind 

born 

hall 

wind 

Also,  select  words  containing 

ee  -f-  consonant,  ea  +  c.,  pages  38-39, 
or  +  c.,  page  47, 
ar  and  ar  +  c.,  page  43, 
omitting  words  ending  in  less  and  ness. 


Sentence  Drill 


shade 

then 

thick 

when 

pluck 

grade 

grind 

drake 

drank 

drill 

drink 

draw 

vest 

golden 


I  see  ten  men. 
Dick  has  a  pet  goat. 
I  fed  the  little  ducks. 
We  made  a  big  sand  hill. 


Let 's  help  mamma.  We  can  set 
the  table.  Get  the  cups  and 
saucers.  Where  are  the  plates  ? 

Mamma  is  calling  me. 


MANUAL  FOE  TEACHERS  85 

Let  Js  play  ball.    I  have  a  bat  My  ducks  like  corn,  too.    I  fed 

and  a  ball.  them  all. 

Do    you    like   to   wade   in   the  Baby  likes  to  say,  "  Good  morn- 

bay  ?  ing  "  to  papa.    She  can  say, 

My  doll  ate  her  cake  and  drank  "How  do  you  do  ?  " 

her  tea.     Now  we  can  wash  I  saw  some  cunning  little  ducks. 

the  dishes.  My  grandpa  is  a  farmer. 

How  tall  is  the  baby  ?     I  am  Draw  a  bucket  of  water. 

taller  than  baby.  The  sun  is  very  hot  to-day. 

I  have  some  hen  sand  some  ducks.  Let's  play  in  the  shade  of  this 

My  hens  like  corn.  big  tree. 

WORDS  FROM  PRIMER,  PAGES  81-102 

dress  nine  nod  hurt 

night  rock 

long 
room 

{snow 
show 

Phonetic  Parts 

ess  ine  od  urt 

ight  ock 

ong 


ow  (6) 
From  cheese,  ch. 

LINES  OF  WORK 

f  Bead  Primer  to  page  102. 
Time,  about    i 

,       •<  Complete  sound  groups. 
two  weeks 

I  Continue  recombinmg. 

1  See  page  49. 


86 


NATURAL  BEADING 


Word  Drill 

pod  sting 

pocket  still 

goodness  stack 

chat  stall 

chest  stick 

chin  snail 

chill  snap 

chime  seedless 

chick  sadness 

chicken  gladness 
clock 
stand 
stay 

Also,  select  words  containing 

er  +  c.,    ir  -f-  c.,    ur  -f  c.,  page  44. 
ow  (o),  page  49. 
oa  -f-  c.,  page  40. 
ai  -f-  c.,  page  36. 

Sentence  Drill 


song 

mow 

locket 

sight 

fine 

longest 

right 

fight 

Bess 

rod 

fur 

bow 

rocking 

night 

tight 

rocket 

nodding 

tar 

rocker 

lesson 

car 

rocked 

line 

cod 

mine 

light 

dine 

might 

lighter 

dock 

mock 

locked 

gong 

mocking 

locking 

Jess 

mocked 

longer 

pine 

We  have  some  little  chickens. 
See  the  girls  all  standing  in  a  row. 
I  saw  a  mocking  bird.    It  mocked 

our  cat. 
My  grandpa  has  some  beehives. 

The  bees  do  not  sting  me. 
We  are  going  up  to  the  pine  trees 

on  that  steep  hill. 
We  have  five  little  white  mice. 

We  feed  them  cheese. 
Sing    a   song    for    baby.     Sing 

"Rock-a-by,  baby." 


Baby  can  sing  a  song  for  papa. 
This  stick  will  make  a  good  fish- 
ing rod. 

My  kitten  has  pretty  white  fur. 
I  know  my  lesson. 
Will  you  dine  with  me  to-day  ? 
I  saw  a  snail  this  morning. 
Star  light,  star  bright, 
First  star  1 7ve  seen  to-night. 
I  wish  I  may,  I  wish  I  might 
Have  this  wish  I  wish  to-night. 


MANUAL  FOR  TEACHERS  87 

Sound  Groups 

In  the  following  list  are  the  sound  groups  obtained  from  the 
Primer.  Those  in  italics  are  not  found  in  the  Primer,  but  are 
added  here  because  of  their  importance. 


an 

et 

ig 

ot 

un 

at 

ed 

it 

°g 

ut 

ap 

en 

in 

od 

um 

ad 

ess 

id 

op 

ug 

am 

ell 

im 

ock 

ub 

ag 

est 

ip 

ong 

ust 

ack 

ee 

ick 

ope 

uck 

and 

ee  -f  c. 

ill 

ose 

ang 

ea  -f  c. 

ing 

ole 

ank 

er 

ink 

oke 

ash 

fer  +  c. 

ish 

ore 

atch 

-\  ir  +  c. 

ice 

Took 

ate 

lur  +  c. 

ide 

\ood 

ake 

ew 

ime 

foom 

ace 

ite 

[oon 

age 

ine 

ow 

ame 

He 

fow  -fc. 

ade 

ight 

j^OU  +  C. 

ave 

ind 

oa  +  c. 

ay 

old 

ai  +  c. 

or  +  c. 

ar  -f  c. 

oy 

ar 

01  -f-  C. 

all 

ow(o) 

aw 

aw  +  c. 

au  +  c. 

88  NATURAL  READING 


Word  Drill 

The  following  sound  groups  are  not  found  in  Primer. 

bag 

hum 

sage 

choke 

bell 

hug 

sell 

ship 

bug 

hole 

sip 

shell 

cash 

lash 

tag 

shop 

cage 

mug 

tell 

shore 

core 

mole 

tip 

whip 

Dash 

•Nell 

tug 

while 

dip 

page 

wag 

clash 

dipper 

pug 

woke 

clip 

dug 

pole 

wore 

flag 

fell 

rag 

well 

skip 

hang 

rug 

chip 

smell 

hash 

sang 

chop 

smile 

quail 

queer 

quick 

queen 

stripe 

stroke 

string 

spring 

sprang 

spray 

splash 

split 


FIRST  HALF  YEAR 
OUTLINE  FOR  TERM 

Time,  six  f  Blackboard  reading :  sentence,  word,  phonetic  parts, 
to  eight  J  Words  from  Primer,  pages  1-20. 
weeks       [  Phonetic  parts  of  these  words. 

Time,          f  Read  Primer  to  page  21. 
about        I  New  words  from  Primer,  pages  21-40. 

four  I  Phonetic  parts  of  words, 
weeks       [  Recombining  to  form  new  words. 

Time,  C  Read  Primer  to  page  41. 

about  J  New  words  from  Primer,  pages  41-60. 

two  I  Phonetic  parts  of  words, 

weeks  (^  Continue  blending  or  recombining. 


MANUAL  FQR;T:I-:  .\rMKi  IS  89 

Read  Primer  to  page  61. 


Time,  about 
two  weeks 


Time,  about 
two  weeks 


New  words  from  Primer,  pages  61-80. 
Phonetic  parts  of  words. 
Continue  recombining. 

Eead  Primer  to  page  81. 

New  words  from  Primer,  pages  81-102. 

Phonetic  parts  of  words. 


Continue  recombining. 

Time,  about  f  Read  Primer  to  page  102. 
two  weeks  ^  Complete  phonetic  lists. 

NOTE.  Time  will  be  longer  in  schools  where  the  teacher  has  many 
grades,  but  older  pupils  may  be  trained  to  do  part  of  the  drill  work,  thus 
shortening  the  time  otherwise  required. 


SECOND  HALF  YEAR 
LINES  OF  WORK 

Read  Cyr's  First  Reader. 

Review  sound  groups  given  during  first  half  year. 

New  words  containing  new  sound  groups,  also  prefixes  and 
suffixes. 

The  phonetic  drill  given  during  the  first  half  year  will  have  been 
a  preparation  for  reading  Cyr's  First  Reader.  More  than  half  of 
the  new  words  in  the  First  Reader  contain  sound  groups  and  con- 
sonant sounds  previously  drilled  upon.  The  child  should  be  able  to 
read  these  words  without  further  help. 

The  word  drill  is  continued  during  the  second  half  year,  retaining 
for  constant  review  the  sound  groups  previously  developed.  By  the 
same  method  obtain  material  for  advanced  phonetic  drill,  —  new 
sound  groups  and  analogous  words.  These  should  grow  out  of,  or 
be  closely  allied  to,  the  new  words  that  occur  in  the  First  Reader. 


90  :  v J  { 'KATUKAL      EADING 

For  example,  in  the  first  twenty  pages  are  found  the  words  bubble, 
meadow,  yellow,  donkey,  honey,  across,  tiny,  fence.  These  may  serve 
as  bases  for  the  following  new  word  drills. 


bubble 

meadow 

donkey 

across 

fence 

tiny 

ramble 

yellow 

monkey 

around 

hence 

funny 

scramble 

shadow 

honey 

along 

since 

sunny 

thimble 

follow 

money 

about 

mince 

penny 

mumble 

willow 

turkey 

agree 

bounce 

downy 

Complete  word  and  sentence  drill  lists  for  this  advanced  work 
are  given  in'  Part  III.  From  among  these  select  first  those  that 
most  closely  follow  the  First  Eeader  words.  These  are  : 

1.  Words  ending  in  ble,  tie,  die,  cle,  gle,  fle,  pie,  pages  32-33. 

2.  Words  like  know,  knew,  page  42. 

3.  Words  ending  in  ny,  py,  ly,  ty,  ey,  ie,  pages  54-55. 

4.  Words  ending  in  ow,  page  59. 

5.  Words  having  prefix  a,  page  58. 

6.  Words  having  prefix  be,  pages  59-60. 

7.  Follow  with  page  53,  and  the  remaining  pages  to  the  end. 


